ED 276 783 AUTHOR INSTITUTION NOTE AVAILABLE from EDRS PRICE DESCRIPTORS IDENTIFIERS DOCUMENT RESUME UD 025 220 De Silva, Deema

DOCUMENT RESUME

ED 276 783 UD 025 220

AUTHOR de Silva, Deema TITLE Operation Success. Program Overview and Performance. Summer 1986, Spring 1986, Fall 1985. INSTITUTION Wichita State Univ., Kans. PU3 DATE 86 NOTE 229p.; For the 1983 report, see ED 244 030. Photographs will not reproduce clearly. AVAILABLE FROMOperation Success, 309 Grace Wilkie Hall, Wichita State University, Box 81, Wichita, KS 67208 (820.00). PUP TYPE Reports Descriptive (141)

EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *College Programs; *College Students; *Compensatory Education; *Cultural Enrichment; *Economically Disadvantaged; *Educationally Disadvantaged; Higher Edncation; Peer Teaching; Tutorial Programs IDENTIFIERS *Operation Success; Trio Programs; Wichita State University KS

ABSTRACT Operation Success at Wichita State University provides a supportive framework for assisting disadvantaged students in successfully completing their college education. It is organized in three complementary components; (1) tutorial, (2) cultural enrichment activities, and (3) research and evaluation. This report thoroughly outlines the organization and objectives of the program as well as its components. It provides demographic information on program participants and results of surveys which measure participant perception of the various aspects of the program. Responses were varied and primarily positive. The report closes with a photo album of Operation Success students, staff, and tutors. (LHW)

k********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.8 DEPARTASEPCOF QItpcee Edvcauonm EDUCATION Ressarchand Immo/foment E DUCATIONAL RESOURCES INFORMATION 'PERMISSION TO REPIODUCE THIS CENTER (ERIC) MATERIAL HAS BEEN GRANTED SY 44document has Peen mowed Dom the personreproduced sa ononshap A sr orosnastfon CI Mow chlngos PaveWen mad* to unmans famoduction (moo

Ponta of vow or otamonS mem do not nocansantyefatediAMIIITOcw OERI pomboo or peatymoment Mao& TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." -6

OPERATION SUCCESS

Program Overview and Performance Summer 1986 Spring 1986 Fall1985

by Deema de Silva Director

The Wichita State University

1986

3 TABLE OF CONTENTS

PAGE

Table of Contents Introduction

Part I - Program Objectives and Organization

Model of Program 1 Philosophy of the Program 2 Operational and Unifying Principles 4 Goals and Objectives 5 Current Program Work Ideals 9 Present Organizational Chart 12 Tutorial Staff Members .. 13 Professional Development and Training 16

Summary of Activities . 21 Presentation, "The Political is Personal: Organizing a Grass- Roots Demonstration" 32 Communication and Publicity 48 History of the Special Services Program 51 Profile of a TRIO Success: "From a Student to a Dean" 53 Assessment and Accountability in Special Services Program 55 National TRIO Profile 56 Guidelines for Current Special Services Programs 57 Characteristics of Disadvantaged Students 58

Part II - Components of Operation Success

Tutorial Component Flowchart 59 Tutor Re-hiring 60 Recruitment of New Tutor-Advisors 61 Tutor Interviews 62 Tutor Training and Orientation 63 Fall 1985 64 Spring 1986 65 Weekly Tutor Training Meetings 68 Fall 1985 70 Spring 1986 70 Summer 1986 70 Peer Counseling 71 Tutoring Procedures 72 "My Impression: The Tutor's Mission" 77 "Operation Success as Heaven for Tutors" 70 Tutor Banquet - 1986 79 Scholarships 83

Graduates . 84 Student Profiles 86 "Pam's Dream Comes True" 93

4 PAGE

Cultural and Academic Enrichment Activities Component Flowchart 96 Calendar of Activities 97 Summary of Activities Fall 1985 99 Spring 1986 101 Summer 1986 103 Fashion Show 104 Research and Evaluation Component Yearly Time Table 110 Flowchart 111 Evaluation Plan for the Tutorial Component 112 Evaluation Plan for the Cultural Component 116 Forms 117

Part III - Demographic Information and Research

Summary of Students Fall 1985 135 Spring 1986 148 41 Summer 1986 161 Program Survey Fall 1985 173 Spring 1986 181 Summer 1986 187 Student Withdrawal Report 193 41 speaker Evaluations Fall 1985 194 Spring 1986 197 Tutor Perception SurVey 200

Part /V - Photo Album of Operation Success 40

Photographs of Operation Success students, staff and tutors 205

5 INTRODUCTION

-;-

The seventh Program Overview and Performance Report of Operation

Success provides a detailed analysis of program data. This report covers

the Fall 1985, spring 1986 and Summer 1986 academic semesters.

The organizational framework of Operation Success consists of three

components: the Tutorial Cozponent, the Cultural Enrichment Activittes

Component and the Research and Evaluation Component. As seen in the

illustration on page oae, thl three components of Operation Success are

complementary. Together the components provide a supportive framework for

assisting disadvantaged students in successfully completing their college

education.

The Tutorial Component is the backbone of the program through which

individualized tutoring is made available to enrollees. The Cultural

Component sponsors activities, to foster cultural respect and appreciation

providing students with extra-curricular learning experiences. The Research

and Evaluation Component collects and analyzes both quantitative and

qualitative data to facilitate formulation of effective strategies to best

serve the disadvantaged student.

want to express my appreciation to Clara Freund, our Graduate

Research Assistant, for her untiring and conscientious efforts in making

yet another publication possible, Hercilia Recinos, Program Secretary for

her efficient and accurate typing, and Tutor-Advisors, too many to mention,

who contributed their creative and analytical skills. Their efforts

throughout the various stages of preparing this seventh annual report have

been most valuable. 41 11141de4e Deema de Silva Director iii 6 PROGRAM OBJECTIVESAND ORGANIZATION

Model of Program Philosophy of theProgram Operational and UnifyingPrinciples Goals and Objectives Current Program WorkIdeals present OrganizationalChart Professional Developmentand Training Communication andPublicity History of the SpecialServices Program Profile of a TRIOSuccess Assessment and Accountability National TRIO rrofile Guidelines for Current Special ServacesPrograms Characteristics ofDisadvantaged Students

7 OPERATION SUCCESS SiJecial Services Program Wichita Stat.,. University

1 TUTORIAL COMPONENT CULTURAL COMPONENT IRESEARCH AND EVALUATION COMPONENT 1

trRecrnitment, Enrollment of Educational & Cultural Data collecticn Evaluation of ..m11 selection and students Enrichment activities and analysis program and aining of Matching of I. projects Tutor-Advisors Tutor-Advisors r to students

Individualized tutoring Enhancement of Uata collection, statis- to assist students to student's learning tical analysis, in-group successfully complete experience through evaluation of programs course requirements, and exposure to cultural and projects to providc thereby facilitate the and educational feedback for effective graduation process. activities. strategies to achieve program goals,

8 Model of Program: Deema de Silva 9 PHILOSOPHY OF THE PROGRAM

The Special Services Program, Operation Success, is designed to assist

disadvantaged students so that they may experience academic success to

graduate from Wichita State University. In order to achieve this objective,

tne program offers a wide range of opportunities for educational awareness

through the three main components of Operation Success: the TIltorial

Component, the Cultural Component, and the Research and Evaluation Compile-mit.

All three components are designed to be mutually supportive.

The Tutorial Component offers the unique opportunity at Wichita State

University for individualized tutoring throughout each semester.A student who requests a Tutor is matched with a member of the tutorial staff who is

qualified in that particular subject area. In addition to the tutorial

assistance, each tutored student is monitored for progress by his or her

Tutor and evluated by the Counselors. Assistance through the Tutorial

Component covers tutoring in a wide range of classes. These include Eoglish,

foreign languages such as Spanish and German, Mathematics, Sciences like

Chemistry and Biology, and more. Thus, students who are underprepared for

some college level courses or those who request advanced course assistance obtain tutoring to successfully complete these courses.

The Tutorial Component also features counseling for students through

their Tutors. Whenever appropriate, Tutor-Advisor devotes part of the

session time to peer counseling. Peer counseling entails being a good

listener and empathizer in order to clarify t sues in a student's life which would affect academic performance.

An integral part of the program is exposure to a variety of educational

and cultu:al activities. The Cultural Component organizes educational

visits to institutions of higher learning, and to seminars by visiting

1 0 0

faculty members or counselors. The major portion of this component is

made up of events designed to promote cross-cultural understanding, such

as ethnic food-sampler parties. An important event sponsored by Operation

Success is the annual °Cultural Spring Fling.°This event features music,

dancing, costumes, and foods representative of many different cultures.

All of these activities are designed to encourage interaction between

diverse ethnic groups and provide opportunizies for students to apprecidte

a variety of cultures. 0 The Research and Evaluation Component provides the statistical frame-

work for Operation Success. The basic purpose of this component is to

analyze, on a systematic basis, the on-going activities and services of 0 the program. The analysis is used to promote increased efficiency to

improve tutoring methods and to suggest improvements for the program. The

data collection and analysis also assists the program to along personal 0 and program goals.

0 OP IMAM' INK ON IT?

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/ID: i I : Operational and Unifying Principles It I

1 . 7 . L *Promote a sense of academic achievement 1 i:

1 *Respect people of all cultures i : * Help one another i: I.

1 * Grow in self esteem ! : *Encourage open communication 1 I: *Reserve the right to make mistakes Promote penonal and professional training and development : * / I * Manage with gGals 1 I I. z I I t. "Successful life is a succession of successful days." I - Dr. R. A. Kiev i I :I

:I r - 1 1 I i : r

4p, 12 1 Operation Success. Division oi Student Affairs. The Wichita State University, Campus Box 81. i3161 b89-3715 1r ."M1WHIll."4.41=0"14M104#0001.(/....114=#$ IIMPO hellWo $41111.$ 40110. 14=1. SM.01/M414:0101 Herb. 4M.1.4 rINIEr$ 64 POW, INEW

1M. GOALS AND OBJECTIVES'

The following goals and objectives were established by Operation

Success for each of the new funding years from 1984 to 1987:

1. Increase Academic Performance of Program Participants.

A. of the 250 participants, sixty percent (60%) will be assisted t. attain and/or maintain a 2.0 or better grade point average on a 4.0 scale.

B. Seventy percent (70%) of the 1;crticipants will remain at the institution and of that sixty-five percent (65%) will graduate from the institution.

2. Provide Educational and Career Guidance and Counseling.

A. All graduating program participants will be exposed to career and job opportunities workshops and seminars.

B. Eighty percent (80%) of the 250 participants will receive educational or career guidance and counseling services.

3. Provide Individualized Tutoring

A. The program will provide tutorial assistance to at least seventy-five percent (75%) of the participants and sixty percent (60t) of the tutored participants will receive a passing grade of 2.0 or better on a 4.0 scale.

4. Provide Cultural and Educational Experiences to Foster and Stimu- late a Positive Attitude

A. All program participants wi?1 be exposed to at least one educational visit or cultura activity each semester to foster academic enrichment.

5. Provide Accountability through Evaluatieqi

A. An analysis will be made of all program data and services and an annual report wilJ be compiled and published ninety (90) days after each grant period.

These objectives will be reached by a number of activities enhancing each student's experiential background. The following activities will be 0 provided by the Tutorial and Cultural-Educational Components and monitored by the Research and Evaluation Component.

5 Purpose Activity

1. Assist students in need of Matching of each student with the academic support services, appropriately qualified tutor for tutorial assistance in the course identified by the student.

2. Select Tutor-Advisors who Criteria for interviewing include: are sensitive to the needs grade point average, past academic of their peers, are aware coursework, previous experience of the problems Lacing and overall empathetic attitude. the economically disadvantaged student, can serve as role models for academic success.

3. Provide professional and Tutor Training and Orientation each personal development of semester. Tutorial staff, enhancing tutoring skills and Weekly tutor meetings include: sensitivities. speakers from campus sharing information and skill improvement; test and surveys to increase personal awareness; discussion of program activities, goals and responsibilities.

41. 4. Provide individualized Needs survey completed by each analysis of each student's student during enrollment and then academic career and per- discussed during monthly conferences. sonal needs.

5. Monitor student's academic Weekly tutor contact aneets des- progress to determine if cribing activity of each tutoring Program intervention or session for nach student; any grades assistance is needed. received recorded.

Mid-semester grade report for program participants received before final drop date.

Mid-semester Student-Tutor-Counselor conferences for all tutored students held before final drop date.

6. Improve each student's Contract with each student to attend academtc and study skills. one study skills workshop per semester.

7. Develop student responsi- Contract between the student and the bility and commitment to Program with a commitment to monthly their academic progress. conferences and attendance at a skills building workshop.

Contract between the student and the Tutor outlining individual responsibilities for successful tutoring 14 sessions. 6 Purpose Activity

Letters of encouragement to all Program participants following semester grade analysis.

8. Maintain a caring and Staff members present a genuine con- friendly atmosphere in cern for each student's needs and which each student concerns. feels acceptea and comfortable. Magazines, daily newspapers and other publications are available each day.

9. Promote inter-cultural Monthly newsletter conveys Program understanding. interest in student.

Monthly food samplers celebrate a different culture throughout the year and provide an educational experience for students and lend an air to togetherness in enjoyment.

Tutors are trained to be sensitive to students of different cultures and ethnic backgrounds.

10. Provide opportunity for Evaluation of each tutor by his/her student input into students. Program activities and personnel. Program survey administered by the Counselors during each semester's final tutoring sessions.

Exit questionnaire for students not re-enrolling in program.

11. Provide adequate referral The Counselors and the tutors in services to Program par- their role as peer counselors refer ticipants. students to the proper campus office when problems or concerns arise.

Academic counseling provide students with information necessary to progress successfully through the University.

U. Provide students with Purchase of textbooks in required assistance in acquiring classes for a limited number of text),.)oks for required students each semester. courses.

Textbook library maintained in the office provides a resource for textbooks for additional students. Despite the shortage of current textbooks, this library serves as reference for nany classes.

7 1 5 .=. Purpose Activity

13. Provide free typewriter Typewriter use is provided free of services to program charge and without an appointment. A participants-for course log sheet records the uate and name of papers, typing resumes, user. and practice.

14. Develop an administrative Statistical analysis of demographics. structure for recordkeeping purposes and Forms for each program function. program accountability. Individual student files maintained.

Grade anWysis by student and by tutor.

8 16 CURRENT PROGRAM WORK IDEALS

0 The Program concentrates on ten (10) key elements:

1. Sensitivity to the needs of each student who comes to the program seeking assistance.

2. Creation of a sense of "belonging and caring" within the organi- 0 zational working of Operation Success.

3. Simple, straightforward, and effective communication within the organization. 0 4. Careful recruitment, selection, and training of Tutor-Advisors. 5. Involvement of staff and students in planning and decision making in order to provide academic support projects undertaken by the program.

6. Encouragement of team membership; empower others to become better 0 players.

7. Expectation of accountabi?ity from each staff member.

8. Implementation of Management by Objectives (MBO) and clarification of functions.

9. Management of conflict effectively.

10. Continuous evaluations of projects and programs to formulate effective strategies to best serve the students enrolled in 0 Operation Success. The future needs of the disadvantaged college student will be con-

tinually assessed by constant interaction with the students themselves.

The Director, Assistant Director/Program Counselor, Program Counselor, ane

the Program Secretary will interact with students, participating in all

activities of the Tutorial Component, Cultural Component, and the Research

and Evaluation Component. Additionally, all staff members will participate

in campus wide activities offering their support and sharing their exper-

tise with all Wichita State University students. These involvements will

assist in the personal and professional development of the staff members,

giving the program an opportunity to be visible and accountable.

9 17 Deema de Silva Director Operation Success

Lee Starkel . Assistant Director Operation Success AV4t.f

1018 Larry Ramos Program Counselor Operation Success

Hercilia Recinos Secretary Operation Success 0

PRESENT ORGANTZATIONAL CHART

Operation Success functions with the knowledge that in order to serve the changing needs of the special student, it needs a well-qualified and motivated staff. This involves careful advance planning by the Director,

Assistant Director/Program Counselor, Program Counselor, and Program

GE Secretary. The organization, as shown below, has proven to be effective in achieving this goal and will continue to be used.

'VICE PRESIDENT OF STUDENT AFFAIRS1 James J. Rhatigan

FTRE7COORDINATOR, ASST. DEAN OF ST9DENTS] Deltha Q. Colvin

PROGRAM DIRECTOR Deema de Silva

ASST. DIRECTOR PROGRAM COUNSELOR Lee C. St rkel

PROGRAM COUNSELCR7 ID

LarryA./Ramos

PROGRAM SECRETARY Hercilia Recinos

STUDENT TUTOR-ADVISORS 1 I STUDENT TUTOR-ADVISORS, Tutors for each semester Tutors for each semester listed on the following listed on the following pages. pages.

LSTUDENT ASSISTANTS 1 Joe Brand Shellie Krug Deborah Davia Angie Multer Rolando Perez TUTORS OF FALL 1985

Operation Success hired 17 tutors in the Fall to meet the needs of its students. The following were members of the Fall 1985 tuto.ial staff.

Semester of Name Area of Tutoring Tutoring

Lonna Rockelmen Mathematics, Accounting, Psychology, First Sociology

Saleh Chakaroun Computer Science, Mathematics, Fourth Physics, French, Engineerng

Khoder Farhat Mathematics, Physics, Statistir5, Seventh Chemistry, French, Mechanical Engineering

David Frerichs English, German Fifth

Jamal Ghanoui Mathematics, Physics, Chemistry, Fourth Statistics, Mechanical and Aeronautical Engineering

Jay Graham Computer Science, Math, Chemistry Second

Kim Hamilton Mathematics First

Meer Hossein Computer Science, Mathematics, Fourth Physics, Statistics, Aeronautical and Electrical Engineering

Stanley May BiO,gy, Chemistry First

Sherridyn Myers English, Spanish Second

Alan Pinto Accounting, Business Administration Adjunct

Faeg Mathematics, Aeronautical Engineer- Twelfth ing

Dinesh Sharma Computer Science, Mathematics, Ninth Physics

Leoni Stone Economics, Statistics Adjunct

Bill Unsderfer Biology, Chemistry Fourth

Darlene Williams Accounting, Mathematics First

Angela Ziba Mathematics, Computer Science First

21 TUTORS OP SPRING 1986

Four teen tutors were hired in the spring to provide assit,tance to

Operation Success students. Below are the tutors for Spring 198E

Semester of Name Area of Tutoring Tutoring

Lonna Bockelman Mathematics, Psychology, Sociology, Second Engineering

Saleh Chakaroun Computer Science (Fortran only), Fifth Mathematics, French, Engineering, Physics

David Frerichs English, German Sixth

Jamal Ghanoui Mathematics, Physics, Mechanical Fifth Engineering, Chemistry (if needed)

Meer Hossein Mathematics, Physics, Aeronautical Fifth and Mechanical Engineering

Sherridyn Myers Spanish, French, English Third

Hao Nghiem Accounting, Business Administratton, Second Economics, Matnematics, French

Alan Pinto AccountJng, Economics, Finance, Second Mathematics (if needed)

Faug Shaikh Mathematics, Engineering Thirteenth

Dinesh Sllarma Computer S.7ience, Mathematics, Tenth Physics, Engineerjng core

Willian Unsderfer Biology, Chemistry Fifth

John Wuu Biology, Chemistry. Mathematics First

Ali Youssef Mathematics, Physics, Computer First Science

Angela Ziba Computer Science, Mathematics Se::ond

14 TUTORS OF SUMMER 1986

Below is the list of tan tutors who were hired this semester to

provide tutorial assistance to Operation Success students.

Semester of Name Area of tutoring Tutoring

Lonna Bockelman Math, Psychology. Sociology, Third Engineering

Steve Chakron Computer'Science (Fortran), Math, Sixth French, Physics, Engineeriny

Jamal Gaanoui Math, Mechanical Engineering Sixth (Chemistry if needed)

Meer Hossein Math, Physics, Aeronautical and Sixth Mechanical Engineeiing

Sherridyn Myers Spanish, French, English f:ourth

Alan Pinto Accounting, Economics, Finance, Third (Math if necessary)

Faeq Shaikh Math, Engineering Fourteenth

Dinesh Sharma Computer Science, Math, Physics, Eleventh Engineering

Deidre Strohm English, Journalism First

Bill Unsdezfor Chemistry, Biology Fifth

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15 9718 \gw . Wm MMO etiO041111118OgallieSbASINP PROFESSIONAL DEVELOPMENT AM) TRAIN/NG

The importance of participation in national, regional, and local activities is emphasized at Operation Success. Staff members attend and make presentations at conferences, workeaops, and academic and civic functions. These activities provide an opportunity for the staff to keep up-to- date on educational trends and the needs of the population that is served by Operation Success. These activities also allow the program to remain visible in academac and community affairs.

The following are the professional activities and contributions og

Deema de Silva, Darector, during the 1985-1986 academic year.

ACADEMIC AWARDS AND HONOR

1986 Listed in Who's Who of American Women.

TEACHING AND PROFESSIONAL EXPERIENCE

April, 1986 Consultant for Donnelly College, KInsas City, Kansas.

PUBLICATIONS AND RESEARCH PAPERS PRESENTED AT NATIONAL AND INTERNATIONAL CONVENTIONS

November 11, 1985 "A 8i-cultural Experience in Simulation", Presented at the Eleventh Annual Conferenc4 of the Mid- America Association of Educational Opportunity Program Personnel (MAEOPP), on "Educational Opportunity: Endowment for the Future", The Abbey on Lake Geneva, Fontana, Wisconsin.

April, 1986 Inclusion in the Educational Research Information Center (ERIC) Clearinghouso on Urban Education, Operation Success: A Tutor Handbook for TRIO Programs, 1985, 70 p., Columbia University, New York: UD 024 819.

April 10, 1986 "Manager's Rap", presented at Missouri-ansas- Nebraska (MO-KAN-NS) Chapter of MAEOPP Spring Conference, "Quality Education: Whose Responsibility Is It", Kansas City, Missouri. April 21, 1986 "The 'New' Director's Exchange", Invited Speaker at the Third Annual Joint Conference of the Indiana and Ohio Chapters of MAEOPP, "New Directiore: Where Do We Go From Here", Omni Netherland Plaza, Cincinnati, Ohio.

COORDINATION AND PRESENTATIONS FOR ACADEMIC AND CIVIC AFFAIRS

41 November 17, 1985 "Risk Taking and Women in Business", Invited Speaker at the meeting of the Association Internationale des Etudiants en Sciences Econmiques et Commerciales, The Wichita State Uuiversity, Wichita, Kansas.

41 December 2,1985 Lecturer on Transcultural Communication and International Relations, one segment in Peace and War Class, 1.iberal Arts Course, Cat. No. 229A, The Wichita State University, Wichita, Kansas.

February 4, 1986 "Intercultural Competence and the American Business- * man", Guest Speaker in International marketing, Business Course, Cat. No. 601, The Wichita State University, Wichita, Kansas.

February 10,1986 "Managing International Cultural Communication", Guest Speaker in Comparative and International 41 Management, Business Course, Cat. No. 683, The Wichita State University, Wichita, Kansas.

March, 1986 Program Proposal Sub-Committee Chair for the Twelfth Annual mid-America Association of Educatimall Opportunity Program Personnel (MAEOPP) Conference 41 held November 8-12, The Abbey on Lake Geneva, s Fontana, Wisconsin.

Parch 5,1986 "Global Understanding througn Cross Cultural Communication", Guest Speaker in International Women's Agenda, Liberal Arts Course, Cat. No. 5801, 41 The Wichita State University, Wichita, Kansas.

April 10,1986 Moderator, "Motivation and Leadership Strategies for Hispanic Students", Missouri-Kansas-Nebraska (MO-KAN-NE) Chapter of MAZOPP Spring Conference, "Quality Education: Whose Responsibility Is It", Kansas City, Missouri.

April 12,1986 Presenter of a Program on Sri Lanka for the Zonta International Area Meeting, Airport Hitton, Wichita, Kansat.

41 April 30, 1986 Presenter on Sri Lanka, "International Foods for Thought", Linwood Senior Center, Wichita, Kansas.

2 5 May 22-24, 1986 Member of Conference Committee, Mid-,:..merica Association of Educational Opportunit- Program personne2 (MAEOPP) Professional Development Workshop, "Building Skills in Instruction, Counseling and Administration: Academic Challenge IV", McCormick Center Fotel, Chicago, Illinois.

PARTICIPATION IN AC.".7.MIC AND CIVIC AFFAIRS

April 30, 1986 "How To bet Results With People", Seminar at Airport Hilton, Wichita, Kansas.

OFFICES HELD

1986-1987 Southeastern Regional Director, Independent Scholars of Asia (ISA).

The following are the professional development activities of Lee

Starkel, Assistant Director/Program Counselor during the 1985-86 acldemic year.

PUBLICATIONS AND RESEARCH PAPERS PRESENTED AT NATIONAL AND INTERNATIOOAL CONVENTIONS

April 10, 1986 "The Political is Personal: Or3anizing a Grass Roots Demonstration", co-Presented at the M.:.ssouri- Kansas-Nebraska (MO-KAN-NE) Chapter of MAEOPP Spring Conference, "Quality Education: Whose Responsibility Is It", Kansas City, Missouri.

COORDINATION AND PRESENTATIONS FOR ACADEMIC AND CIVIC AFFA/RS

March 28-May 2, 1986 Project Director, Kansas Committee for the Humani- ties Grant for the Kay Closson Women Writing Series received by The Wichita State University's Fr4ends of Womeats Studies.

August 23, 1986 Workshop Review Coordinator for Womenos Fair, Wichita, Kansas.

18 26 0

PARTICIPATION IN ACADEMIC AND CIVIC AFFAIRS

October 18, 1985 Associated Students of Kansas Conference, "Minority Students: Issues and Solutions", Washburn University, Topeka, Kansas.

November 10-13, 1985 Annual Conference of the Mid-America Association of Educational Opportunity Program Personnel (MAEOPP), "Educational Opportunity:Endowment for 0 the Future", The Abbey, Fontana, Wisconsin.

May 20-22, 1986 Training Conference, "Critical Perspectives on Advancing Literacy: Issues and Strategies for TRIO Personnel", Marquette University, Chicago, Illinois.

40 May 22-25, 1986 Mid-America Association of Educational Opportunity Program Personnel Profzssional Development Work- shop, "Building Skills in Instruction, Counseling, and Administration: The Academic Challenge", Chicago, Illinois.

The following are the professional activities of Larry Ramos, Program 0 Counselor during the 1985-1986 academic year.

PUBLICATIONS AND RESEARCH PAPERS PRESENTED AT NATIONAL AND INTERNATIONAL CONVENTIONS 0 April 10, 1986 "The Political is Personal: Organizing a Grass Roots Demonstration", co-Presented at the Missouri- Kcosas-Nebraka (MO-KAN-NE) Chapter ot MAEOPP Spring Conference, "Quality Education: Whose Responsi- bility Is It", Kansas City, Missouri.

PARTICIPATION IN ACADEMIC AND CIVIC AFFAIRS

October 18, 1985 Associated Students of Kansas Conference, Minority Students: Issues and Solutions", Washburn Univers.ty, Topeka, Kansas.

November 10-13, 1985 Annual Conference of the Mid-America Association of Educational Opportunity Program Personnel (MAEOPP), "Educational Opportunity: Endowment for the Future", The Abbey, Fontana, Wisconsin.

41 April 2,1986 Career Fair, Wichita South High School, Wichita, Kansas.

April 6-9, 1986 Association on Handicapped Student Services Programs in Post-Secondary Education. "Serving the Laazning Disabled Student in Higher Education", 0 St. Louis, Misssouri. 19 27 April 25, 1986 Hispanic Leadership Training and Career Development Day, Kansas Advisory Committee on Mexican American Affairs, Labette County Community College, Parsons, Kansas.

May 20-22, 1986 Training Co-Iference, "Critical Perspectives on Advancing Literacy: Isstms and Strategies for TRIO Personnel", Marquette University, Chicago, Illinois.

May 22-25, 1986 Mid-America Association of Educational Opportunity Program Personnel Professional Development Workshop, "Building Skills in Instruction, Counseling, and Administration: The Academic Challenge", Chicago, Illinois.

On the following pages are the summaries and perceptions of the

Assistant Director, Lee Starkel, and Program Counselor, Larry Ramos, on their professional activities during the past year. Also included is the presentation, "The Political is Personal:Organizing a Grass Roots Demonstration", made by them at Missouri-Kansas-Nebraska Chapter of MAEOPP Spring Conference.

'OM 1HOY WINHOW MONEY FROM AY segesmaamv momit) PIN CAP- WOW

20 28 Minority Youth and Student Issues Conference

October 18-19, 1985

Operation Success took thr6e students to the first Minority Youth and

Student Issues Conference. The conference was sponsored by the Associated

Students of Kansas and Washburn University of Topeka on October 18th and

19th. The conference was "based on the need for direct information from minority youth and students of Kansas relating to problems and concerns they

face each day."

The conference included educational workshops dealing with issues concerning Higher Education, Public Education, Social Development, Community

Membership, and Leadership. State and university teads conducted the workshops which were geared at generating input on these issues from the students.

There was a luncheon and dinner with guest speakers from Washburn

University and Haskell Indian College addressing minority student concerns.

One of Operation Success' students, Darius Smith, served as the Master of

Ceremonies at the luncheon. Another Operation Success student, Demetrius

Dawson, was a group facilitator for the Social Development workshop.

Most of our group departed the conference on Friday, but Darius and

Demetrius participeted in the formation of select committees to make recommendations on student issues on Saturday.

Operation Success knows these types of conferences are vital to the state's minority student development and preparation for the future planning of minority student conferences, possibly here at The Wichita State

University.

hv Lee Starkel and Larry Ramos

21 29 Professional Experiences from the MAEOPP Conference at The Abbey - November 10-13, 1985

Attending the MAEOPP conference at Lake Geneva was a valuable component in my professional development as Assistant Director. The conference was particularly valuable in two critical ways:

1. It was an introduction to tho broader scope and philosophy of the educational opportunity ideal which is the basis for all TRIO programs.

My understanding of the impact of federal politicking and federal regulations on educational opportunity programs such as ours was deeply 4nfluenced by the speakers. It became crystal clear to me of the importance of lobbying and other politically focused activities at all levels of government.

Our students and their futures are dependent on our programs continuing to be supported.

2. It provided an opportunity to "network" with other professionals.

Sharing problems as well as ideas with other program personnel gave me insight into our rree,7ram--both its past and future. By talking with re- presentotives from "younger" programs, I gained a better understanding of how Operation Success has developed. Ldeas generated during small group exchanges gave me a clearer visi;n of future potentials; for example, increased institutional supporThis networking also provides the basis for a support system of peers in the region.

The MAEOPP conference was an intenseiaid exhilarating learning experience. I was impressed by the articulate, committed professionals who make up MAEOPP. I believe it has given me a knowledgeable foundation for my professional development which I hope will, in turn, strengthen Operation

Success' service to Wichita State University and its students.

by Lee Starkel

22 30 to

Professional Experiences at the MO-KAN-NE Meeting

April 9-11, 1986 - Kansas City, Missouri

Attending the MO-KAN-NE meeting from April 9-11, 1986, presented me

with another opportunity to grow and learn professionally. The experiences

which contributed to my professional development include the following:

1. A proposal submitted to MO-KAN-NE to present a session with my fellow

Program Counselor, Larry Ramos, was accepted. This was our first opportu-

nity to coordinate and lead a session in the association's organization.

Putting the session together was an excellent learni.log experience and the

session itself was received very positively. The audience evaluations

rated the presentation very highly. lt was very rewarding foi this first

experience n presenting information to my professional peers to be so well

received.

2. The MO-KAN-NE meeting was a natural extension to the meeting of MAEOPP,

the regional organization, in November, 1985.The MO-KAN-NE business meeting acquainted me to the organization and procedures of the state association. I was also able to understand how the structure between the state and regional organizations operated. It was a very positive expe-

rience to listen to the discussion about issues pertinent to the association and to my program.

3. One of the most important aspects of attending any conference is the exchange of information with one's peers. The people active in MAEOPP and

MO-KAO-NE are creative and energetic professionals. Sharing ideas and

information comes naturally to the group of people involved in MO-KAN-NE.

The conference coordinators Pad scheduled a 21/4 hour session devoted to a professional exchange between counselors. This session was particularly

helpful for gathering new ideas as well as for compering programs. It also afforded me the opportunity to network with my peers at other regional

23 3 1 institutions, establishing long-term relationships which should be rewarding both personally and professionally.

Conferences are stimulating, enlightening experiences. They require time and energy in the short-term but the rewards are long-term and well worth the efforts. Attending the MO-KAN-NE meeting was very beneficial to my work in Special Services.

by Lee Starkel

Professional Experiences from the Marquette University Training Conference

and

The MAEOPP Professional Development Workshop in Chicago, Illinois - May 20-24, 1986

For five days in Chicago, I was inundated with information and ideas useful for Special Services at Wichita State. I attended two back-to-back professional development workshops geared toward providing participants with strategies for advancing literacy and enhancing counseling and retention among students in TRIO programs.

The first series of workshops organized by Marquette University was conducted by faculty from some of the nation,s leading universities. They shared their expertise and ideas on ways of developing writing and reading skills in a variety of instructional experiences, including teaching and tutoring. For example, one technique proposed during the "Writing to Learn" workshop was to have students write for 3 minutes before the tutoring session begins to focus students attention on Oe topic.This technique can be used in all subject areas, not just English. The presentations were for devaoping literacy skills among minority and disadvantaged students. In addition, a major portion of the training included the exploration of

24 32 computer technology in education and its ramifications for disadvantaged students.

The Training Conference was two and a half days of intense, enlightening workshops each of which included enough materials and ideas for a conference itself. Opportunities for ')rainstorming and networking were also included.

Immediately following the Training Conference, I participated in

MAEOPP's Professional Development Workshop. It has been my experience in the last year that the workshop programs at MAEOPP conference always include a wide variety of topics. The workshops I attended included perspectives on counseling Hispanic students, counseling students experiencing math anxiety, and a literature review of tha retention eawographics for minority studants.

MAEOPP conferences also include a strong political emphasis and this conference was no exception. One of the most informative sessions I attended was an update on the effects of budget cuts on TRIO programs.A consult.nt from Washington, DC, and a congressional aide discussed the latest information and provided informed judgments on future policies.

Two speakers made presentations during luncheon and (limner banquets.

Dr. Samuel Proctor and Dr. Harold Hodgkinson were outstanding speakers, sharing information that was particularly pertinent to TRIO programs. Their remarks were both inspirational and informative.

As always, these workshops afforded me the opportunity to interact with colleagues from other schools and programs.

These training conferences were intellectually challenging experiences.

I return with a renewed vigor to strengthen our Special Services program in order to better serve our students.

by Lee Starkel

25 33 Professional Experiences from the Proposal Writing Workshop held in Chicago, Illinois - May 24, 1986

Attending the MAEOPP sponsored Proposal Writing Workshop was a crucial learning experience for me as I begin to work on my first Special

Services proposal for re-funding. The workshop conducted by Deltha Colvin

and Deema de Silva at Wichita State University had presented me with important introductory information for this workshop. In addition, the preliMinary writing or outlining I had done before attending the workshop was valuable in understanding the different parts of the proposal itself.

The workshop organizers provided me with a stack of documents, including an application guide and tips on preparing the proposal. Four break-out sessions were organized to discuss the major segments of the proposal. Ideas on structure and organization were shared.

A question and answer session provided me with an opportunity to ask specific questions I had brought to the workshop. The support and honesty of the workshop coordinators was much appreciated.All in all, I have developed an excellent framework of information to proceea from as we begin the arduous task of writing the Special Services proposal.

by Lee Starkel

I! II'I'

! I wW Do14.4 Co.lisnotis 41 UXTis.4cr

26 :34 MAEOPP Conference at The Abbey November 10-13, 1985

The Mid-America Association of Educational Opportunity Program

Personnel iMAEOPP) Eleventh Annual Conference at The Abbey in Fontana,

Wisconsin was a professional experience that I shall not forget. First of all, The Abbey has perhaps, the finest in accommodations to make for a relaxed, comfortable atmosphere, which is conducive to learning.

I think that the speakers were very knowledgeable on the political spectrum in Washington D.C. which aided my perception of the struggles that TRIO must face regularly. / admire these people in MAEOPP and NCEOA for their hard work and determination. It is these individuals leadership which inspire each one of us in the quest to provide equal educational opportunity for the disadvantaged youth of America.

Next, I must comment on the professionality of the presenters and their willingness to share vital inforiation about their respective projects. I gained much knowledge and insight from the sessions that hopefully. / will be able to implement some of the ideas into our Special

Services Program at Wichita State University.

The last point and probably the m...rt significant source of learning was the free time we had to mingle and converse with our colleagues from all over the country. These informal conversations helped me understand the whole picture of TRIO programs. Meeting other counselors and sharing our ideas, convictions, strengtl.s, weaknesses, methodologies, pains, joys, frustrations, and accomplishments was perhaps the most beneficial for me.

by Larry Ramos

27 35 Career ?air Day at Wichita South High School April 2, 1986

I was invited to participate in a Career Fair at Wichit.Vs South High

School on April 2, 1986. The fair was designed to expose students to a variety of occupations and to be able to speak informally to individuals in their particular area of interest. I was asked to represent the field of Counselors.

Approximately forty students visited the Counselors booth. The 111 questions most frequently asked by the students concerned the educational requirements and salary range of most counselors. I gave out handous to assist students in grasping the types of counseling and what the basic requirements are for an individual going intothe field of counseling.

The fair proved to be most satisfying, in that, it allowed the students to explore various careers and the representatives '.:ere able to share their experiences with them.

by Larry Ramos

111 Perceptions and Professional Development Experiences

The week of April 6, 1986 proved to be very busy for me. First, I attended the conference on "Serving the Learning Disabled Student in

Higher Education" in St. Louis, Missouri.The conference aimed at providing Special Services personnel with practical information on characteristics, subtypes, assessment and testing procedures, and types of services 111 that should be provided to students with learning disabilities.Primary focus was given to students who are generally classified as undiagnoned with emphasis on appropriate measures for assessment and delivery of 111 , adequate services to this group.

283 6 I left this conference with the acquisition of skills and knowledge

to provide improved services to the target group. I acquired a more

confident perspective in identifying undiagnosed special Services students.

Then it was off to Kansas City, Missouri for the Annual Spring ,

Conference of the Missouri-Kansas-Nebraska chapter of the Mid-America

Association of Educational Opportunity Program Personnel on April 9, 1986.

Lee Starkel, Assistant Director, and I presented a paper entitled "The

Personal is Political" on April 10, 1986. This wac a good experience for

me because it was the first time I had the opportunity to make a presenta-

tion in front of other professionals in the field.

The conference addressed the issues surrounding budget cuts for TRIO

programs in a practical manner. The panel discussion on G!.-amm-Rudman was

the most beneficial for me because the panelists painted a very realistic

plcture of the future for TRIO programs, and the only way to change people's

minds and policies is to become politically involved and involve other

people With these ideas,I can inform our students of the cuts and the

future of education in general.

In summation, both conferences provided useful information and more

importantly provided the premise for establishing networks among our

colleagues around the states.

by Larry Ramos

.W WOW AM 1 SUCIR:16e0 I; FO1 TIME TO CO 0000WoRic \ ?

-..-^

29 37 Hispanic Leadership Training and Career Development Day April 25, 1986

Friday, April 25, 1986 Cynthia Taylor of MECHA and myself attended a

conference at Labette County Community College in Parsons, Kansas. The

purpose of the conference was aimed at exposing Hispanic high school stu-

dents to university/college information and career speakers. Several

institutions including The University of Kansas, Kansas State University,

and The Wichita State Uniliersity had representatives in attendance to

share information with the students on admission requirements, financial

aid, and support services available.

The career speakers were comprised nf individuals from the business,

legal, law enforcement, and health care communities. In addition, Mario

Ramos, president of Filmex, spoke to the students on "Stategies for

Motivating Hispanic Students". Board members of the Kansas Advisory

Committee on Mexican American Affairs shared with the students their own

real life experiences on how they overcame odds to complete their educa-

tional goals.

During the lunch break the entire group was treated to some fine

entertainment. Anna Cruz, singer, and a Mexican dance troupe provided the

cultural ingreuients, while members of the Parsons High School spirit

squad did their rendition of contemporary dances.

Cynthia Taylor was able to talk with the students individually about

MECHA and what its purpose is, and I was able to inforn students about

Wichita State University and Operation Success.

by Larry Ramos Report on TRIO and mAEOPP Conferences McCormick Inn, Chicago, Illinois May 20-24, 1986

The Training Confe :nce for Personnel of Special Programs presented

by Marquette University enhanced my awareness and knowledge about key

issues in the field of literacy instruction. I understand how insights

drawn from current research artd practice 'can be implemented to serve the

specific needs of low income and minority students. The theoretical and

research concerns that emerged at this particular workshop will assist me

to bring a new perspective to the program as they relate to the Special

Services student population. I was impressed with the organization of the

va..ious sessions and the qualifications of the presenters.

The Sixth Annual Professional DeveloOment Workshop sponsored by the

Mid-America Association of Educational Opportunity Program Personnel has

a more mixed review by the writer. I had the opportunity to attendseaSiCEIS

on coanseling techniques, retention strategies, academic management development for student athletes, and strategies to implersent educational

policies to enhance retention among minority students. The Proposal writing Workshop provided practical and useful information that will assist

in the grant writing process.

Overall, the two conferences were well worth the time and money

invested. Although some of the MAEOPP sessions attended were superfluous,

the information extracted can be examined and Implemented to upgrade the program providing improved supportive services to disadvantaged students.

by Larry Ramos

39 THE POLITICAL /S PERSONAL: ORGAN/ZING A GRAS-ROOTS DEMONSTRATION

Lee C. Starkel Assistan% Director Special Services Program, Operation Success

and

Lari/ A. Ramos Program Counselor Special Services Program, Operation Success

(both of Tne Wichita State University)

Presented to the Missouri-Kansas-Nebraska Chapter 01 the Mid-America Association of Educational Opportunity Program Personnel

AprIl 10, 1986

in Kansas City, Missouri

32 40 0

"THE POL/T/CAL IS PERSONAL: ORGANIZING A GRASS ROOTS DEMONSTRATION"

Our session'today is not a typical one. We dontt have any flowcha:ts

or overheads or hand-outs. Rather, we want to share a story of how

Operation Success at The Wichita State University responded to the NCEOA's

call for a National TRIO Day.

Mos: of what happened at Wichita State on National TRIO Day was

spontaneous and unplanned. All of what happened included the input of the

whole staff. We are not here to tell you that this is the definitive res-

ponse that every program should follow. Rather, sft simply want to share

our story with you in hopes that you might learn from rur experiences.

And then we want you all to share with us the activities your program

organized on February 28th and any future activitis you have in mind.

Our story begins on February 10th when we received the packet of

information from the NCEOA concerning the impact of Gramm-Rudman-Hollings

budget cuts on TR/0 and the call for National TRIO Day on February 28th.

We had been keeping up on the potential impact of the pending budget cuts.

Mitch's remarks at The Abbey had brought a strong warning of the serious

impact the budget cuts posed for TRIO progrems. The Chronicle of Higher

Education has had articles nsarly every week about the proposed budget cuts

for higher education. And Deema de Silva, our director, Larry and I had

been holding an on-going dialogue about Gram.-Rudman with every bit of

ihformation we received, trying to analyze Its potential effect on Cperation

Succes and our potential response.

But the NCE0A letter filled with numbers and percentages gave the

speculations reality and it was a scary reality for cll of us. It took a

couple of days of thinking, digesting and talking for us to begin to for-

mulate how we were going to respond.

4 We began by deciding to start a letter-writing campaign. Larry and

I set a goal of 80 letters which would be mailed on Februaxy 28th. We

wanted to respond with the greatest number of letters we could.We deci-

ded we would write to Senator Bob Dole because he is one of our senators

and, more importantly, he is majority leader in the Senate.

We also decided to use a common lobbying tactic--a pre-written state- ment of support for or against a particular political issue. This would

be more than a petition and it would include the student's words and feel-

ings. We would also be more likely to reach our goal than if we relied on personal letters from the L;udents.

To develop the letter, we began by talking with several students who

"hang around" the office nearly every day. We disc ssed the inform"tion we had received with them, especially emphasizing the Special Servic

FY '87 cuts which translate to $20 million less dollars; 40,000 less

students served; and nearly 200 less programs nationwide.We informed them of the letter-writing campaign we were organizing and asked them to respond with what operation Success meant to them personally. We used their comm..Its plus some of the comments students wrote on the FL '85 program survey about the value of Operation Success to their academic work. We combined all these comments; I wrote an opening paragraph; we typed it in letter form, copied it and began to distribute it to the students for signatures. The letter turned out to be one and one-half pages. Students whose comments weren't tncluded in the letter were encouraged to use the extra space to add their own a.gd many did. We asked the students to sign their name and class year.

Gathering the students sinatures on the letter was a critical phase

for a number of reasons. First, the success of the letter-writing campaign depended on us getting as many signatures as possible. More importantly,

4234 in this process of obtaining signatures, we used our monthly conferences with the students to raise their politIcal awareness and to inform them of the dangers the budget cuts posed for Operation Success. Larry and I used these one-on-one conversations to empaasize that the decisions being made in Washington, D.C., were not removed from the students lives. The decisions being made about TRIO budgets and financial aid were relevant to their future and their dreams. It was this process of making the political personal that generated the interest and momentum which made

February 28th at WSU so successful.

Not only did we talk about the issues with students but we also discussed them with the tutors. The tutors regularly spend part of every day in the office. We took advantage of this by talking with them about the potential impact of Gramm-Rudman on the program, on their students and on their lives as well. We also used the weekly tutor meetings to distribute information and to hold group discussion about the impact of the budget cuts on Operation Success. Larry and I had de:ided to encourage the tutors to call Representative Dan Glickman's Wichita office and urge him to support the National TRIO Day resolution in the House.

Larry was particularly diligent 03 the tactic.He coralled several tutors into his office, put the phone in their hand, gave them a memo of what to say, and dialed the number.As a result, Glickman received a number of calls from WSU.

A9ain, these conversations were important from several perspectives.

It educated the tutors to the parameters of the budget issues they read about in the morning headlines. It also gave them incentive to discuss these issues with their students, in particular, those we had not spoken with. It encouraged their participation in our activities to inform Yansas

zi 3 senators and representatives through phone calls and personal letters about our concern for the future funding of TRIO. This process of pojiti- cal consciousness-raising with the tutors also contributed to the energy and momentum that was building toward National TRIO Day.

As you all know, there was only 212 weeks from the time the NCEOA

etter was received and National TRIO Day. This time Laement heightened the sense of urgency the NCEOA letter had ignited. The time element also meant we had to scramble to get the letter together and the student signatures. We didn't have a month to get to every student in the program.

In the two week per1:4, Larry and I met with about 45 students for signatures and political consciousness-raising while the tutors added about 15 more letters from students. Not quite our goal of 80 but it represented half of the students enrolled'in the program this semester. Several tutors also wrote personal letters and Larry and I each wrote a letter.

All the letters were combined in a single envelope addressed to DOLE.

I've been talking about the process and the specific activities we utilized to involve Operation Success in the national campaign for support of TRIO programs. But the most diff'cult part of this story is finding the words to describe the atmosphere that resulted from all these conversations with the students and the tutors. The news report and headlines about Gramm-Rudman which had been floating on the periphery for months suddenly took a hard, cold, threatening form. The Program's work of encouraging the academic success of students took on a more powerful image when its existence became threatened. The help the students relied on, especially the tutoring help, was suddenly being challenghd from the outside. Again, the political became personal and had suddenly intruded on taeir lives. The}, became angry and concerned rather than pessimistic and hopeless. Thus, the political activities we had organized were of great

36 44 interest because they became a means for the students to channel their fears into positive action.

The best analogy I can think of is the scene in the movie "Network", when Albert Finney's charcter throws open the window and yells out into the street, "I'm mad as hell and I'm not going to take it anymore!"The office simply exuded an electricity powered by this new-found political awareness.

As it got closer to February 28th, Larry and I began to consider more closely the specifics of the day. It was particularly important for us to make some decisions because Deema would be out of the office on the 28th to the Directors meeting in Nashville. We wanted to assure her that

Operation Success would be tesponding to the NCEOA's call for support of

National TRIO Day. Larry and I decided to take advantage of our regularly scheduled meeting on the 28th. As it happened, we had planned our monthly pizza pary for that day. We decided to walk from the Campus Activities

Center with the tutors to the Post Office for a symbolic mailing of the letters.

On Thursday, the 27th, Larry called the Sunflower, the campus newspaper, and informed them of our intentions. He expressed our desire for a photographer to record the event. He set a time and place to meat the photographer.

This brings us to National TRIO Day. Larry will pick up the story from this point.

Lee Starkel

37 45 DAY OF THE DEHONSTRAT:OH

The morning of the "planned protest" walk was filled with a lot of emotional discussions revolving around Gramm-Rudman. The prior weeks anticipation of this day was peaking. I have never heard so many politi-

:al discussions among the tutors, students, and the entire office in general.

I recall that morning's edition of the Sunflower paper. There was an article about a panel discussion that took place Wednesday evening at one of the residence halls. The panel was discussins student financial aid and how Gramm-Rudman would affect educational spending. Sitting on that panel was a vice president for a major securities firm. He was quoted as saying:

"We do not need to increase federal spending on education because it is not an absolute necessity for the future of this country."He continued to say, in front of tens of students that, "we are spoiled. If the money wasn't there already we wouldn't expect it."What really disturbed me was when he said, "A person's quality of life depends more on his or her self- image and willingness to work hard than on government frc.ebies and that there are ways of finding money for college without relying on the federal government".

This article woald set the tone for the office that morning. This article infuriated everyone in the office. This was the spark that started the fire. I remember one tutor telling me that although she received a

Pell Gra t, tho fear of it possibly being cut or having it taken away would not affect he_ zollege plans and that she would continue to go to schoot regardless. She continued to elaborate and speculate that "if a student wants it bad enough, they will find a way to finish school". At that moment, one of the other tutors intervened: she had ot Aously over- heard the preceding discussion. She questioned this tutor's judgement. She

38 46 quickly educated and elaborated quite clearly that she was "very wrong" ift assuming other students could make it without federal financial assistance.

She said that althouth she has a 3.0 plus grade point average and her husband is doing extremely well in school too, the fact is that they both have low paying part-time jobs, and two children, and without any federal assistance there would be no way that they both could realistically finish college. They have rent to pay, food to buy, tuition to pay that is rising each year, books, fees, and all the other necessary expenses. She continued to point out that she has the desire and motivation to finish, but without that money, she and her husband could not achieve the dream of a college education. She also said that if they had to they would go on public assistance just to survive.

The office tensed. This conversation was indicative of the tenseness around the office. This tension was felt from the Counselors down to the students. Every conversation going on was about the horrible effects of

Gramm-Rudman and Reagan's budget proposal. The students were asking "How could this happen, how could Reagan turn his back on America's future."

It was frustrating, even to think about it.

As the hour drew nearer, the mood around the office was extraordina- rily quiet. It was as if we were all in a state of meditation, like getting psyched up before a big game. Then one of our more radical tutors, named Dave, called Lee t, say he was buying some poster board. Another tutor suggested he buy some black crepe paper too. When he came back, we got together and brainstormed and came up with these slogans: "BUY BOOKS,

NOT BOMBS"; "KEEP THE DREAM OF EDUCATION ALIVE - SAVE TRIO"; "GRAMM-RUDMAN-

HOLLINGS ALL MISSED THEIR CALLINGS"; "FUNDING FOR TRIO MOT TRIPS TO RIO".

The black crepe paper was used to make armbands to signify the cuts of Gramm-Rudman, and that this day was National TRIO Day. We also realized,

39 47 I think, at that point that we did not want a quiet little demonstration march to the Post Office to mail letters to Bob Dole. We wanted some attention, we wanted to be noticed. We wanted to make a strong point to our administration at Wichita State University, plus, if the Sunflower

(campus newspaper) was going to take our photograph, we should look like we were serious. So, in addition, we came up with some chants that went like this:

"FUNDING FOR TRIO NOT TRIPS TO RIO" - pertaining to the government's wasteful spending habits.

"KICK REAGAN'S BUDGET" - referring to Reagan's 1986-87 budget proposal cuts.

"BUY BOOKS, DON'T BUILD BOMBS" - signifying the president's support to increase military spending and cut education.

Keep in mind, while we were making these big plans, there was a little apprehension to do all thi.. This was probably because most of our v:orp had never participated in a demonstration before; most of us were walking on foreign ground.

Those of us who wore black armbands wore them most of the day. Few people who noticed asked what they were for. They probably thought someone or something had died. In a sense, that's exactly what was happening.

Now it was time. We all met in a conference room in the Campus

Activities Center for the weekly tutor meeting.Last minute letters were signed and turned in to be put into the envelope. We talked about the letters for a few minutes then proceeded to the University's Pizza parlor.

It was about 2:45 PM. We sat, talked and ate pizza. The mood was quite relaxed, but anxious in that we kept watching the clock waiting for 330 to come. We talked about any protest activities that any of us had participated in the past. Most of us had not been involved in any type of protest.

Lee, a few others and I had, but that was it.

4840 The Upward Bound counselor, Becky Leon, and a student assistant from

Talent Search joined 'Is. Then, as if we were taking shots from a bottle,

we passed around the crepe paper, until everyone in our group had an arm-

band. It was time. It was 3:30 PM. We moved to the north door of the

Campus Activities Center to assemble, since that is the place the Sunflower

photographer was to be. We also picked that as the starting spot because

it is a short walk directly to the Post Office, which is ).ocated inside the

Administration building.

We waited ana loked, but no photographer was anywhere in sight.

Sfteeone in the group spotted a local television van. It was apparent the

Sunflower had scratched us. The group grew restless and more confident as

people passed us by trying to see what we were up to. Dave said, "Let's

start". "Buy books, don't build bombs," we chanted hesitantly, lese than

..)oisterous.

We held up the signs. What struck me at that moment, was that our

most silent, reserved tator was holding up a sign as high as his arms

could stretch and chanting. I found out later that this tutor was involved

in several demonstrations against the government of his country, Bangladesh.

was stunned to see him do this at first. ( I learned not to underestimate

..br% anyone.

Meanwhile, Lee came back and said, she couldn't find anyone from the

television station. I felt a tittle betrayed. We started our march, con-

tinually chanting. We did catch many people's attention as we marched

approximately fifty yards to Morrison Hall. We entered and went directly

to the Post Office window. Lee said, 'We'd like this envelope addressed to

Senator Bob Dole, full of protest letters, to go out in today's mail."

The woman at the window was scared. We were quiet because we were inside

the building, and didn't want to disturb anyone. We were a very controlled

419 group. We mailed the letters: that was supposed to be it. The demonstration was to end here. It was 3:45 PM. Needless to say, it was just rhe beginning.

We all huddled around.There wasn't any victory talk, like we had done a good thing, or patting each other on the back.There was more of an unfulfilled feeling, because we had all this stored up energy and because no one would know what we had done for the past two weeks: signing letters and staging a protest march to mail those letters. Finally, Lee suggested we walk upstairs past President Armstrong$s office. So we did. We walked quietly by his door holding up our signs. His secretary smiled, and we went back downstalrs. We later learned that President Armstrong had been out of town that day.

Becky Leon, the Upward Bound Counselor, suggested we march over to the

Sunflower's office. The ;:e.ionale was, "If thev won't come to us, we will go to them." We started our chants again as we walked through Jardine Hall and McKinley Hall, and out past Fiske Hail, headquarters of Upward Bound and Talent Search. We gained more confidenco and unity as we approached and then entered the door of the Sunflr.ef. We encountered two individuals who, when we asked wher.4 the photographer was that was supposed to take oul photograph, said they knew aothing cf our dnmonstration. The news editor, whom I had talked to the previous da-t was gone. Ironicall, one of these individuals v .% working on a story _a:soot Gramm-Rudman and was cAnsitive to what we were pr,testing about. We told him that the first round of cuts would start tomorrow and that TRIO progrz: are in serious jeopardy. He listened. He mada the decision to folic.. us back to the Administration building to photograph us. He said to go back to the Administration building and "do our thing" and he would be there shortly with a news crew.

42 50 While marching back to the Administration building the adrenalin was flowing and chants became more frequent and a lot louder. We were glad to get some media coverage. We generated a great deal of attention. People were looking at us and reading our signs. Some even raised their fist at us in approval. We were a tight group (tight fitting). Vol not sure if the people inside were hiding behind the people on the outside or if they just felt unified. But, the chants did become loud.

As we headed back to the Administration building and assembled on the steps of that building, we were joined by another Operation Success student. this student immediately joined in our chants. This was another person hom I had observed to be rather shy, quiet, and somewhat introverted. But, there she was shaking her fist in the air and shouting, "TRIO, TRIO, TRIO" at the top of her lungs like the rest of us.

We were out on the steps for about fifteen minutes before the Sunflower showed up. Two photographers were taking action shots of our group and the reporter took Lee and I inside the building to interview us. He asked us various questions about how Gramm-Rudman would affect us, and who the protest group consisted of.

After talking to us for ten minutes or so, he wanted to speak to a student in the group. The student who joined us late was scheduled as the spokesperson. I tejoined the rest of the group and we protested with much fervor for about 15 more minutes. A few people were coming around to see wha: we were doing and cars were driving by real slow. We were an absolute spectacle. We were continually shaking our fists in the air and did nonstop chanting. Our voices and arms finally did tire. The reporters had now gone and our group was just now splitting up. It was over.

I had a feeling of excitement coming back to the office. I can honestly say that I could not believe how suctlessful the demonstraticnhadturned

43 out. I thought that we were very lucky as to the way it all fell into place. It was like fate. I was so proud of the tutors and students who had participated because without them this protest would be meaningless and we probably would n, Z. be here today telling you about this.

On the following Monday we got a big surprise. I remember Lee came rushing in to my office showing me that morning's edition of the Sunflower.

We had made front page headlines, photograph and all.

This was totally unexpected, because the reporter told us, "It might be in the paper sometime in the next week or so". I was still riding on the high from Friday and then this. It was just the culmination of all our efforts. The article itself was pretty good; a few mistakes or misprints, but generally it gave an accurate story.

A few weeks later, after all the dust had settled, I asked some of the participants what they thought of the demonstration. Rere are some of the reactions I received:

"I enjoyed it;I had sincere intentions about asking the demands to fulfilled. The message we were sending to the people was to make them aware of Gramm-Rudman, and TRIO and Operation Success."

thought that it was a good student non-apathy activity and excellent participation on the part of the students as it concerns themselves and Wichita State University. / think it was good for us as a group to get together and do something about a situation that affects all of us. Unfortunately, nobody paid attention."

"It gave us a chance to voice our opinions against the policies of the government. It made people aware that budget cuts strike anywhere, in anyinstitution--educational or social. It gained some significant publicity. At least, the ca,:se is known."

"It wouldn't have been successful if we hadn't been sincere.There could have been more participation. More students could have taken part. We got more press coverage than expected and that was good. It was fun." Some things we learned from this experience that we would do different-

ly the next time we organize a demonstration follow. We need to solicit

the involvement of more TRIO personnel and involve more project students.

We definitely need to increase our numbers so more voices can be heard.

We should contact all media sources in advance and double check with those

sources the day of or the day b(fore the protest to get adequate press

coverage. These include school and local newspapers, television, radio

stations. And finally, we need to contact President Armstrong, the Vice

Presidents and all other university officials in advance to let them know

that we are staging a demonstration and for what purpose.

41 by Larry Ramos

In retrospect, we tried to analyze how things happened the way they

did. We realized that some of it was a result of several months of work.

Our efforts which began during the fall to build a team cr group identity

among the tutors contributed enormously to the success of the protest.

During the tutor interviews, the training, and the weekly tutor meet-

ings, we had emphasized our desire to have the tutors see both themselves

and ourselves as friends and colleagues together toward the same goals.

Also, our desire for the office to be a place where the students felt

accepted and supported contributed to the success of the letter-writing

campaign. Larry a!,d I had tried to get to know the students personally.

These relationships helped as we talked with the students about the politi-

cal issues.

45 53 ,t

The aftermath is that we have an even strongergroup cohesiveness with

the tutors. We accomplished rnmething together. Interest is keen wnenever

anything about Gramm-Rudman is published in the paper. Finall.y, the stu-

dents and tutors regularly asked about the status of the program's future.

There is a general heightened awareness of the political climate.

by Lee Starkel and Larry Ramos

oil

46 Trio supportersprotest ra llud an by Kv.etri A. Wilson Staff Reporter

A small but extremely vocal group of protesters, standing between the state and national flags and Morrison Ha;!, demonstrated Friday against the effects of the Gramm-Rudman deficit- .... reduction law on Wichita State Uthversi- ty's Trio program. The supporters chanted, "Buy boon, don't build bombs," and held s'igns reading, "Keep the dream of equal education alive save Trio," Trio programs are compromised of

... Operation Success, Upward Bound and Project Discovery. ,44114. Because the programs are totally sub- sidized by federal grants, the recent legislation threatens them. The Gramm- Rudman law requires Congress to trim < $11.7 billion from the federal budget in - 11 the next seven months. .:i WSU's protesters joined supporters of Trio programs across the nation in Fri- . day's demonstration. - "As of tomorrow (Saturday), there will be 20 less Upward Bound programs a, - nationwide and a $3 million cut in , special services, which is us," said Lee Starkel, a demonstrator and assistant director of Opertation Success at WSU.

1 il "Beginning next fall," she added, 1 "we win feel the effects, which means xf \ we will have to serve less students." i Starkel said the Upward Bound pro- Me ., by Tem StocInoo gram helps disadvantaged students with demonstrated z;ademic support, ranging from tutor- Dave Frerichs, senior. and Sherridyn Myers, sophomore, ing to counseling. To qualify for Opera- sgainst the Gramm-Rudman law in front of Morrison Hall Fridayafternoon.

tion Success, students must fulfill one or Starkel estimated that1,000 WSU On Oct. 15, 193 special servicepro- the following requirements: students qualify. Howevei, Operation gramswillbe cut, along with $20 Be a first-generation college Stu- Success has supported only 120 students million, said Starke!. This translatesinto . dent. this semester because of a lack or fun-40,000 fewer studems, nation-wide,be. Be under a Limited income bracket. ding. ing served, she said which is at ISO percent of the poverty "I get help with tutoring 4 n d just "The potential is... Operation Suc- evel. emotionalsupport,"saidBrendacess could close at WSU," she explain- Be physically handicapped. Calben, a demonstrator who isa first. ed. "Those disadvantaged studentswho "Most of our students," said Larrygeneration student involved with Opera- don't receive thesupport ... may not Ramos,aprotesterandprogramtion Success. graduate." counselor for Trio, "are first-generation and low-income students." "Since I come from a family where education is not at all important,it makes it kind of hard to get used to going to school," she said. "To have people say, `We understand it's kind of 47 hard, let us help,' means a great deal." r :J - t.0 COMMUNICATION AND PUBLICITY

Operation Success uses many means of communictions to publicize its services to the institution and the local community. Articles about the program have been featured in The Wichita State Alumni Report, put out by the WSU Alumni Association, and the Sunflower, the campus newspaper. The

National TRIO Day protest held in February to increase awareness of federal cuts in educational programs made tne front page of the Sunflower.

The Sunflower is also used to promote cultural and educational activities, such as the annual Spring Fling, the Fashions of the Americas fashion show, and visit! by Graduate School recruiters from other universities.

Inside WSU, the newsletter published weekly for faculty and staff members, has featured articles on the activities of the Operation Success staff as they attend and make presentations at conferences and workshops.

Activities of the program, such as croissant sales, the annual Spring

Fling, And the Fashions of the Americas fashion show have been promoted also.

The Division of Student Affairs, which houses Operation Success, publishes a monthly newsletter which publicizes the activities of the program.

During registration, Operation Success has a table in the Campus

Activities Center to provide information on services of the program to students enrolting at the university. Staff members are available to answer any questions students may have. Posters around campus describing the services are also used to attract students to the program.

In the past, Public Service Announcements on the radio and television have been used to inform the community of Operation Success. The local newspaper, The Wich!ta Eagle-Beacon has featured articles on theactivities

48 56 of the program, like the Fashions of the Americas fashion show.

The Operation Success Newsletter is one means used to communic4te with the institution and the community. The newsletter is edited by the

Program Secretary and published by the program. It is mailed to all students enrolled in the program as well as to staff members and various academic and community supporters. Some of the regular features of the newsletter include; information on available scholarships; information on cultural and educational activities; a calendar of upcoming events; tips on improving study and test taking skills; and information on program services.

kW Me Mama rat 11$ I OW MI A CALCIVOOR ikt4M swam iwit4 t AM

49 THEWICHITA EAGLE-BEACON Student Tutoring Program Local/State-- Operation Success Hit by Budgetx By Sara K4mpin training.DeSilvasaid.Further Staff Meier Operation Success will be hit by a 4.3 percent cuts in the 6114,816 budget, which Yolanda Wimbley Is quick to ad- budget cut Tuesday as a result of the Gramm- could come in October when deci- mit that she rarely gotgood Rudman deficit-reduction bill. sions are made on the 108748 grades in high school. school year, might mean that few- Butthe18-year-oldWichita M1EM er students could be tutored. State University freshman ts determined to change that with helpday as a result of the Gramm-dents. They are counseled by oth- "THIS MEANS the student who from WSU'S Operation Success, aRudman deficit-reduction bill, ander WSU studtsts who have at least has potential, who ts tnterested in tutoring program for tow-incomeofficials worry that more cuts maya 3.0 grade-point avenge. getting a higher education, would and handicapped students. be on the way. "It's too early to tell whetherhave a hard time finishing colle- "I want to be a better student the special services budget will get ge," she said. "And the university than in the past; I want to be the "WE WILL not make changes inmore cuts in October," said Virgin- would also lose out. We are the best," Wimbley said during a re-the number of students servedia Mason, with the U.S. Depart- retention tool for the schoot" cent English tutoring session atnext year," said WSU Directorment of Education in Washington, The budget cuts have been off- WSU. "I wasn't happy with my lifeDeema DeSilva. "However, wewhich controls funding for the Op-set a bit recently by a gift from the way it was before. may have to cut back on the num-eration Sunem program at WSU. Jess Cornejo, president of Cornejo "Being in this program and hav-ber of hours each student ts tutor-"in the last two or three years,and Sons, to finance scholaiships ing the chance to go to college tsed." funding has stayed level or been for Hispantc studenis and by the the best opportunity I have, and I The I5-year-old program pro-cut, though. So I itiek we can gift of a personal computer from can't pas tt up." vides tutoring In a wide-range ofexpect more of the same." NCR Corp., she said. However, the fate of the feder-subjects for about 250 low4ncome The loss of 68,000 from next Freshman Carl Kendrick of Wi- ally financed tutoring program forand bandtCapped WSU studentsyear's budget will force Operation chita ts one Student who said he students such as Wimbley Ls uncer-each year. Between 60 percentSuccess to cut two staff members, would bate to see the tutoring pro- tain. 0991110es Success will be bitand 90 percent of the young peo-buy fewer supplies and to do With- gram cut or eliminated. by a 4.3 preset budilet cut 'rues-ple are first-generation college stu-out money for travel and sumSUCCESS, SC. Col. 1 Budget Cuts Success Program

SUCCESS, From 1C "So many educational programs mightenduppayingmore are getting cut...." she said.towards the welfare rolls." "Sometimes. I don't understand"These students are really eager In general, Operation Success what the teacher Ls saying, and to learn." students are motivated 40 do well this just helps me translate what DAVID FRERICHS, who will in school so they can get a degree the teacher says," he said. start his eighth semester as a tutor something they see as a ticket Deidre Strohm. a Senior in cre-in the fall. agreed: "Throughout out of poverty, officials said. ative writing and women's studies the United States, we have minor- "A lot of our students have been at WSU and an Operation Succem ity studehts and people generattng out of school and they come back tutor, said she is infuriated that low incomes, and these tend to be because they know without a de- the pw"gram has had its budget entrapping situations. ..Without gree, they'll never be able to live cut. She said it would be tragic if giving people the chance at thisabove thepovertyline,"said the program were eliminated. leveltobetter themselves, weLonna Mad, another tutor. z HISTORY OF THE SPECIAL SERVICES PROGRAM

Wichita State University established the Special Services ...,rogram,

Project TOGETHER, in 1970 with federal funding from the Office of Education.

The program's first Director was R. W. "Jaddy" Blake who remained Director until 1978. Under Mr. Blake's leadership, the program helped many disadvantaged students to "hang in there and make it," a phrase commonly used by

Mr. Blake.

In January 1979, Mario Ramos became the program's second Director. The name was changed from Project TOGETHER to Operation Success as the program continued to grow. Mr. Ramos remained Director until May 1985.

fts. Deema de Silva became the Director of Operation Success in June

1985 after having served as the Program Assistant Director since 1984 and

Program Counselor since 1980. She has formulated and introduced the

Research and Evaluation Component to provide accountability for the program.

The program continues to provide services to help disadvantaged students strive towards academic excellence in college.

One of the prominent strengths of the program is TRIO coordinator,

Ms. Deltha Colvin. She has maintained 19 years of affiliation with TRIO and is Assistant Dean of Student Special Programs, Student Affairs, at Wichita

State University. She has built the three TRIO programs--Upward Bound,

Talent Search and Special Services--and continues to prvvide the visibility of these programs through her affiliation with the Mid-America Association

Df Educational Opportunity Program Personnel (MAEOPP) aS well as the

National Council of Educational Opportunity Asscciations (NCEOA).

Amonc its many accomplishments, the Special Services Program has been instrumental in attracting students from diverse racial, ethnic, and economic backgrounds to the Unlversity. By the end of the summer of 1985, the

Special Services Program at Wichita State University had served over 4,600

51 Go students with approximately 40 students graduating each academic year.

Many of the program's graduates have gone on to become successful members of professional fields such p.o la%, medicine, education, and business. The program was also an important factor in the establishment of the Minority

Studies Department which began in 1972, two years after the inception of

Project TOGETHER.

The Special Services Program networks with other University departments and the community of Wichita. Referrals are made between the program and other campus organizations to serve the best interests of students. The community gives financial support to the program's participants with the

Boeing Military Airplane Company of Wichita providing scholarship funds and other organizations providing money for the book loan program.

MO HE *OW 130 VIA 'NC; WEEk6AdO

52 6 1 0

PROFILE OF A TRIO SUCCESS: 0 PROM A STUDENT TO A DEAN!

1 1.1 .t .0; , / t

evw

Deltha Colvin has been active in the TRIO Programs both as a partici-

pant and as staff. At present she serves as Assistant Dean of Students--

Special Programs. when M. Colvin first became a member of UPWARD SOUK. cs

a junior in high school, the program in Wichita was a joint project among

Wichita State University, Sacred Heart College (now Kansas Newman) and

Friends University.

When Ms. Colvin was graduated from Wichita Heights High School in 1968

she continued her education at Wichita State University. She also continued

her participation in TRIO Programs by enrolling in PROJECT TOGETHER. While

0 53 62 attending college she worked in several campus offices andworked for UPWARD

BOUND. She was a recipient of the aen rsrdner Scholarship whichis awarded

to students of junior standing on the basis of academic achievement and

community service. Ms. Colvin was also a member of the lndergraduate chap-

ter of Delta Sigma Theta sorority serving as Secretary for one year and

President for two years. She was graduated from Wichita State University

in 1972 with a degree in English Education.

Ms. Colvin continued working for UPWARD SOUND as Assistant Director while completing course work for a Masters degree in English Education. In

1976 she became Administrative Assistant for Special Services at Wichita

State University. She then became Staff Coordinator for Talent Search which

lead to her taking the position of Assistant Director and finally Acting

Director for the same program. In 1979 Ms. Colvin took the position of

Director of UPWARD BOUND (while maintaining the position of Director of

Talent Search). In 1980 she assumed the position of Assistant Dean whik:h she currently holds.

Beginning with the 1978-79 academic yk.ar Ms. Colvin became a member of

the Mid-America Association of Educational Opportunity Program Personnel

(MAEOPP) and in 1979, with the organization of MO-KAN-NE (a tri-staxe asso-

ciation of educational opportunity Personnel), became a member of MO-KAN-NE.

She was elected Secietary-Treasurer of MO-KAN-NE. Her involvement in both

MAEOPP and MO-KAN-NE has lead to her election of the series of offices

President-elect, President and Immediate Past President in both. Ms. Colvin was appointed by Kansas Governor Carlin to the state committee for the White

House Conference of Families where she chaired the Subcommittee on Planning.

Jubsequently, she represented Kansas at the national meeting in Los Angeles.

As well as these activities Ms. Colvin represented MAEOPP on the Board of

the National Council of Educational Opportunity Associations (NCEOA).

6354 ASSESSMENT AND ACCCUNTABILITY IN SPECIAL SERVICES PROGRAMOPERATION SUCCESS by Deema de Silva

1. Data Collection Data collection should be plannee by the Director and staff. It should be organized in such a manner that the data :ollection flows constantly to the staff member responsible for the collection. (Director or Assistant Directo:)

2. Data Gathering Data gathering should parallel the flow of project activities, and focus on the performance objectives of the SSDS program.

3. Information Information to be given to the :esponsible staff member should be defined in terms of program goals and objectives. This also applies for day to day information of the program services.

4. Staff Participation Every staff member should be e participrit of the elata gathering system. They should be active users of the information. Every staff member should have the freedom to "design" new avenues of gathering information and convey this to the Director who is 0- timately responsible to document the aata.

5. Program Management Management of the program should not be viewed as a top-down activity, but a system wide acti iz. This places responsibility and accountability on staff memberb, secretary, and student assistants.

6 Program Accountability As a professional member of the TRIO community and a member of a TRIO program, each individual should view accountability as a responsible job performance activity. A view of "external accoun- ability" does not promote efficient service to students. If an internal program accountability is existent, the "external" accountability becomes a natural extention of the same activity.

7 Decisioq Making The decision-making process should be a primary function respond- ing to the needs of the TRIO students, and the objectives should be fulfilled by the program. Decisions then contribute to the overall program performance.

8 Success Success of a TRIO program should be measured by the achievement of the program performance objectives. Primarily, success is defined by fulfilling the needs of the disadvantaged students. Secondarily, succeEs is measured by the effectiveness with which the program staff have been responsive to meet these student needs.

The above may require an increasingly sophisticated administration and organization, and the evolution of a highly professional research component. I feel TRIO professionals can meet these challehges and be able to prove that TRIO programs are in fact necessary in our colleges. 55 6 4 NATIONAL TRIO PROFILE

Program Title: Wcial Programs for Students from Disadvantaged Back- grounds (TRIO), Higher Education Act of 1965, Title IV (Student Assistance) Part A, Subpart 4. P.L. 92-318 as amended by 96-374.

Purposes of the Program: To identify quallfied individuals from low-iacome families who are in the first generation in their families to attend college, to prepare these students for postsecondary education, to provide special supportive services for low-income, first generation and physically handicapped students while they pursue programs of postsecondary education, and to tiain persons serving or preparing for services in programs and projects so designed.

Who Receives Funding: The 12,264 TRIO projects operate in 814 higher education institutions and 69 community agencies. In FY 1983, TRIO projects served a total of 478,026 students. Two-thirds of these students were from families where (1) the total taxable income oas less than 150% of the poverty level, and (2) neither parent had graduated from college. Among TRIO students, 41% are Black, 35% are White, 17% are Hispanic, 4% are American Indian and 3% are Asian. Eleven thousand TRIO students are physically handicapped.

Kinds of Activities Supported: TRIO refers to L...ve programs funded under the Special Programs subpart: Educational Opportunity Centers, Specie). Services for Disadvantaged Students, Talent Search, Upward Bound, and a training program !or TRIO staffs. The TRIO programs provide low- income, first generation, and physically handicapped students the supportive services they needcounseling, basic skills instruction, tutoring, information about college admissions and financial aid--to enroll in and graduate from college. These programs provide low-income students a realistic opportunity to escape cycles of poverty and dependence and to achieve the upward mobility afforded by hlgher educ- cation.

Funding History: TRIO programs were first authorized in 1965 and received a modest $2 million appropriation in 1966. Funding has since increased steadily, principally because these programs have been proved to serva the national education interest in a cost effective manaer.

FY 1984 Appropriation -- $164.7 million FY 1983 Appropriation -- $154.7 million FY 1980 Appropriation -- $147.5 million

Source: National Council of Educational Opportunity Associations (NCEOA)

56 65 , , - GUIDELINES FOR CURRENT SPECIAL SERVICES PROGRAMS

The Higher Education Act of 1965, as amended, has further extended 2ederal financial assistance to projects designed to assist qual...fied postsecondary students, who need academic support in order to successfully pursue a nost-secondary educational program. These ihdividuals are eligib'a project participants according tu the following selection requirements.

646.4* Eligible Project Participants: Selection Requirements.

(a) At least two-thirds of the eligible individuals an applicant proposed to serve under a Special Services Project must be--

). Physically handicapped; or

2. Low-income individuals who are first generation college students.

(b) The remaining individuals the applicant proposes to serve under the Special Services Project must be--

1. Physically handicapped;

2. Low-income individuals; or

3. First-generation college students.

(c) A "low-income individual" means an individual whose family's taxable ihcome did not exceed 150 percent of the poverty level in the calendar year preceding the year in which the individual participates in the project. Proverty level income is determined by using .riteria of poverty established by the Bur au of the Cenaus, U.S. Department of Commerce.

(d) 1. A hfirst-generation college student" means a person neither of whose parents received a bachelor's degree.

2. With zespect to individuals 18 years of age and under, only the natural or adoptive parents who are currently residing with the individual are considered the individual's parents in determining whether the individual meets the criterion of being a first-generation college student.

3. With respect to individuals over 18, only the natural or adoptive parents who were residing with the indlvidual oefore the individual's eighteenth birthday are considered the individual,s parents in determining whether the individual meets the criterion of being a first-generation college student.

(e) "Physically handicapped," with reference to an inaivi3uP.11 means a person who, because of a physical disability, needs specifi- cally designed instructional materials or programs, modified physical facilities, or related services in order to participate . fully in the experience and opportunities offered by postsecondary educa-ional institutions.

Federal Register, Pules and Regulations, Vol. 47, N: #42, Wednesday, March 3, 1982. 57 G8 CHARACTERISTICS GP DISADVANTAGED STUDENTS

1. Deficiencies in basic reading and writing ski118.**

2. Inability to verbalize effectively.**

3. Long standing economic deprivation.**

4. Limited financial resources.**

5. Limited awareness of career possibilities.**

6. Feelings of insecurity; lack of experience.**

7. Negative peer group influence.**

8. Higher than average family unemployment.**

9. Poor study habits.**

10. Lack of motivation.**

11. Difficulty in adjusting to university routines.**

12. Inability to cope with the stresses of dormitory living.**

13. Uncertain commitment to learning based on previous experiences.**

IP 14. Excessively absent and late to classes and tests.

15. Lack of stated goals or perceived goal orientation.

16. Use of drugs and alcohol.

17. Expressed dissatisfaction in themselves.

18. Wide range in college semester grades.

19. Lack of discipline necessary to complete class responsibilities.

20. Poor relationships with parents/adults and sometimes even peen:.

21. Self concept problems characterized by feelings of being unwanted, unneeded, and isolated, often leading to suicidal tendencies.

22. Occasional anti-achievement orientation.

23. Tend to be in debt upon graduation.

24. Little to no family or peer group support.

25. Lack of time due to necessity of self-support.

**Deltha Q. Colvin. Program Report 1980-1981, p. 13. Deema de Silva, Survey'conducted 1983-86 at WSU. 6V8 PART II

COMPONENTS OF OPERATION SUCCESS

Tutorial Component Cultural Component Research and Evaluation Component Yearly Time Table

66 TUTORIAL CORM/MIT

Tu1o1-A4'is0r Interview 'Students enroll and Recrultnent I

ITutor Orientation [Needs Assessment and Training each senesces 1 IOn-going mos training Services available: Book Loan Pcogtam program and veekly tracings Scholarship. Free Typewriter Usage. Financial Aid. Referral. to Caapus Services 1.

EStu... 1Lr COUnielOrs *etch dent and Tutor

[Students assignments are put into tutors Mailbox

Tutor picks up the aseignrene form, calls thesinetudent for Convenient t end place to meet

[Tutor and student eign a contract on scheduled tutoria/ session time/place to meet, how oftenfor how Long

IRegnlar tutoring COntlnUeS till the cad of the serrates

Tutor evaluation monittcriznference bz:sen I Student progress by the student report by tutors [ L Overall program ' [mid-s...... StUdentTutOr Tutor subosts coutact evaluation by COOAselOr Conferences slips for each session the student and a pink slip for each absence

r Hid term I Dor Slip

if student NO perfornanca is satisfactory? jjs He/She vs advised to [-Uterus:. vaostons withdraw from course are conclosvd

Special review sessions befo.1 final eases

Exit Interview for Students not re-enrolling

End -of-seeeater grade analysts of students

FLOWCHART FOR TUTORIAL CORPONENT

59 6 BEST COPY AVMLABLi V

TUTOPIAL COMPONENT

The Tutorial Component, the largest of the three components, was

designed to provide tutoring on a one-to-one basis for students enrolled

in the program. This tutoring is provided by other students who serve as

Tutor-Advisors for the prog-am. The Program selects Tutor-Advisors who are

sensitive to the needs of their peers, are awnre of the problems facing the

economically disadvantaged student, and can serve as role models for aca-

demic success.

Tutor Re-hiring

Beginning with the Spring 1986 semester, the tutorial staff of Operatim

Success is reviewed ior re-hiring each semester. The process begins witn

the distribution of an application form to all currently employed Tutor-

Advisors. The application is slightly revised from the standard applica-

tion used for students interested in new positions with Operation Success.

The most significant change is the addition of one question asking each

tutor to identify the personal attributes which best qualifies him or her

to be an Operation Success tutor.

Interviews with currently employed tutors are used as a review of each

tutor's work during the semester. The Counselors meet prior to the inter-

views to discuss each tutor's strengths and weaknesses in regards to work-

ing with students and following program procedures. Student evaluations of

each tutor are also consulted.

The interviews beg...n with an explanation by the Counselors of the

reasoning behind semester hiring rather than academic year hiring--to

insure the tutors do not complacently take their positions for granted.

The Counselors then give each tutor feedback, stressing his or her strengths

and pointing out areas for improvement.

60 70 After all interviews are completed, the Counselors give the Director their recommendations for the Tutor-Advisors to be re-hired. Special con- sideration is given to the academic subjects being tutored and how they correspond to studeLt needs. After the decision of who is to be re-hired is made, each Counselor contacts their tutors by phone or in person to inform them of re-appcintment. Letters of explanation are sent to the tutors not re-hired.

Recruitment of New Tutor-Advisors

Operation Success advertises for new Tutor-Advisors through the comtaw of Public Service Announcements in The Sunflower, the university paper, and through the Career and Placement Office in the University. All students from Wichita State University are eligible to apply.An evaluation of the demand for tutorial assistance in various academic areas each seaestar determines the number of Tutor-Advisors to he r'cruited in each area.

Applicants come to the program of, a at GrEcce Wilke Hall, Room 309,and fill out an applicatim& form. They eve given an information sheet contain- inc a brief description of tha time commitments, Payment, tutoring hours, and details of the job requirements of Tutcr-Advisors. In the application form, permission is obtained from ehe potential Tutor-Advisor for the release of his or her t&amscript from the Registrar's office at Wichita

State University.

The transcripts of the app.acaats are obtained from the Registrar's otfice. Grade point average and past academic r7rformance are checked by the Counselors. The general rule for tutor qualification is a GPA of 3.0.

The applications and transcripts are reviewed by the Counselors 4" determine who should be selected for an interview based on the applicant's previous experience and qualifications. These prospective Tutor.Advisors are telephoned for an interview. The persons who are not selected are sent

61 71 letters stating that they are not being considered for an interview and other avenues for similar employment, such as the Reading and Study Skills

Center are suggested.

Tutor Interviews

Interviews are informal and the candidate is encouraged to share information on his or her academic achievements and extra-curricular interests as well as ideas And attitudes towards cross-cultural interaction. Inter- views take at least one hour, since the interview process is also used as a tool to inform the applicant about the time commitments, job expectations, and goals of Operation Success. A part of each interview is devoted to having the candidate explain a concept or solve a problem in his/her major area of tutoring. twfter each interview, the Counselors conf4r as to the suitability of the candidate as a Tutor-Advisor.

After all the interviews Are completed. the decision whether to hire each person is made. The decision is made accrding to the individual's overall qualifications, the demand for the subject areas, and the individual's eagerness to be affiliated with the ideals of the program.

The selected Tutor-Advisors then come to the office, and the Program

Secretary authorizes them to recetve paymen:. Teor-Advisors are paid the minimum of $3.35 per hour and usually are given a raise each successive semester that they tutor_

Duri.ng the Tutor-Advisor interview, provam coals, objectives and philosophy, student population characteristics and the overall working of the program are explained to the Tutor-Advisor job applicants. After hiring, the Tutor-Advisor undergo a two-day Training aad Orientation program followed by weekly meetings used tor further training.

62 The philosorby behind the Tutor-Advisor training developed at Operation

Success is that effective training will instill confidence in the Tutor-

Advisors by providing them with information and skills commensurate with

their job expectations. The training also encourages Tutor-Advisors to

develop a sense of responsibility and dedication which may extend even

beyond their immediate job.The training program is two-fold: 1. Tutor

Training and Orientation. 2. Weekly on-the-job training sessions.

Tutor Training and Orientation

For the Training and Orientation Prcgram, the Program Counsel : plan group activities to enhance maximum interaction within the group. This

includes the following activities: more experienced Tutor-Advisors sharing

their experiences with those just entering the program; exercises, slide presentations, question and answer periods, and discussions facilitating

the learning of necessary skills fobeirg a Tucor-Advisor; and Counselors

using a traditional lecture format to best provide information on the day-

to-day procedures of Operation Success.

On-the-job training is thereafter provided with the weekly staff meet-

ing. Every Friday, for one and a half hours, a distinguished quest speakei

is invited from The Wichita State University faculty and staff to inform

the Tutor-Advisors on tutoring methods, college programs and procedures, or a va'iety of other topics. We will examine this weekly training en the

follow.mg pages.

Operation Successmodel of Tutor-Advisor training has been developed

to insure that all Tutor-Advisors are familiar with, and responuible for

their job functions. The initial orilntation sessions provide an opportunity for Tutor-Advisors to get acquainted with the staff und to acquire background information on the Tutorial Component activities, student needs, and policies of the program. The on-going training is provided to insure

that each Tutor-Advisor has an opportunity to share experiences and to sharpen and enhance his or her tutoring skills:73

63 TUTOR TRAINING AND ORIESTATION FALL 1985 AUGUST 23-24, 198E AGENDA

Atigu: 23, 1985

3:00 - 3:30 PM - Objectives and goals of Operation Success, "The Big Picture"

Pragram Director: Deems de Silva

3:30 - 3:40 PM - "Policies and Procedures" (See pages 16-17 in Tutor Hand- book for TRIO pn>grans)

Assistant Director:Lee Starkel

340 - 4:00 PM - "What's Peer Counseling" (p. 29-33)

Program Counselor: "..arry A. Ramos

4:00 - 4:1S PM - BREAK

4:15 - 4:30 PM - "Learning Styles" (p. 41-45)

Assistant Director: Lee Starke'

4:30 - 4:50 PM - Learning Style Exercises: "Questionnaire on Time" -Lee Starkel (pege 50)

"Through Which Senses Do You ream Best" -Larry Ramos (p.56)

"Discover Your Academic Strengths" -Deems de Silva (p. 52)

4150 - 5:00 PM - "Initial Meeting With Your Students" (p. 19) Tutor-Advisor: David Frerichs

August 24, 1985

900 AM - 12:00- "Cross-Culturll Communication Skills Simulator"

Program Director: Deem& de Silva

12:00 - 100 PM - Luncheon-- Operation Success 309 Grace Wilkie Hall, Room 309

64 74 TUTOR TRAINING AND ORIENTATION SPRING 1986 JANUARY 24-25, 1986 AGENDA

January 24 - Media ResLurces, Ablah Library

I. Pre-training for new tutor/advisors 2:30- 3:30 A. New personnel will view video of Operation Success tutoring program.

January 25 - 213 CAC

II. Introductions 9:00- 9:30 A. Each tutor/staff member will intro- duce themselves and answer a surprise question to break the ice.

III. New and old Forms, Policies, and Proce- 9:30 10:00 dures A. Go over now Contract, Missed Appoint- ment Slips, Student Contact Sheet, Stu- dent Master List.

IV. Role Play Exercise 10:00- 10:45 A. Counselors will act out typical problem situations faced by tutors, particularly students who want the tutors to do their homework.

B. Each tutor will have a chance to role play with emphasis on feedback. BREAK

V. Group Discussions WOO - 12:15 A. What is Retention? What is Persistence? Why is it important? Whdsinvolved i- the Retention process? How does WSU view Retention/Persiatence?

B. Break into two groups, with the Counse- lors as facilitators, to address how the Tutorial Component of the program can aid in the Retention/Persistence process.

C. Each group will suhmarize their findings.

D. Discussion.

VI. Tutor Training and Orientation Evaluation 12:15 - 12:30 Forms passed out and completed. LUNCH YOU ARE INVITED TO LUNCH IN THE OPERATION SUCCESS OFFICE.

65 75 OPERATION SUCCESS

TUTOR TRAINING AND ORIENTATION

JANUARY 25, 1986

Tutor Training and Orientation for the Spring 1986 semester was held on Saturday, January 25, 1986, from 9:00 AM - 1:00 PM. The training session introduced a new emphasis by the Counselors on tutor participation in the training. The Counselors' goals for the session were to increase tutor involvement and input in the training activities, to build communication skills and to clarify Program recordkeeping requirements.

The format for the Tutor Training included the following.

A. An "ice-breaker" exercise intended to acquaint the tutors and staff with each other. A total of twenty questions were distributed to the group

(2 questions apiece) which required the tutors to share some personal information about themselves. Examples of some of the questions are:

"Describe your dream vacation." "What would you do with a million dollars!"

"If you could live anytime in the past, when would it be and why?", etc.

This introductory session was helpful in two ways. First, it was a method for getting the tutors awake and thinking early on a Saturday morning. Yore importantly, all the tutors shared something of themAelves with the group.

B. Following the opening exercise, the Program Counselors discussed the appropriate method of completing required paperwork. Examples of incorrect and correct methods of filling out missed appointment slips and weekly contact sheets were demonstrated. In addition, change. to the contract were discussed. Clarification of policies, including tutor meetings and missed sessions, were also covered.

76 66 C. A role playing exercise was also incorporated into the Training. The exercise was designed to develop the necessary communication skills to respond to student requests for tutors to complete their homework assignment. The Counselors assumed the roles ef student dnd tutor and demonstrated a method for handling these situations. The tutors then divided into groups and participated in an exercise which provided each one with the opportunity to practice the appropriate response. The Counselors received training to conduct this exercise from a staff member in The Wichita State University

Counseling Center.

D. The remaining activity during Tutor Training was a group discussion on the topic of retention. Deems de Silva, director, gave tt,e group background information on the retention/persistence issue both nationally and at The Wichita State University. General discussion ensued on why retention 0 was or should be important to The Wichita State University. The tutJrs then divided into two groups led by the Counselors.These discussions, facili- tated by the Counselors, explored the retention issue from their personal viewpoints, both as tutors and students. Questions under discussion included: "How does the tutorial component of Operation Success affect retention?" "What about The Wichita State University has kept you enrolled?"

"What complaints do you have about The Wichita State University?"The tutors interacted together in small groups and then reported back to the large group. Lists were made up of their responses and recorded in order to share with the Dean of Students, Dr, James Rhatigan.

An evaluation of the training was distribsted to the tutors for tneir input on the structure and scope of the training.Lunch followed in the

Operation Success office.

67 Weekly Tutor Training Meetings

Each Priday'afternoon throughout the semester the Program Counselors

lead a Tutor Training Meeting. Two types of meeting exist which are

designed to aid the tutors in effectively doing their jobs as well as to

facilitate professional growth. The first type is a business meeting and

4/. the second incorporates guest speakers who discuss variou.. issues relevant

to the tutoring experience.

The business meetings serve many functions. One function is that of

developing a support group for the tutors. Through this development new

tutors, as well as experienced tutors, may share problems which have arisen

during tutoring sessions and receive peer advice on how to best cope with

the situation.

Another function of the business meeting is clarification of proce-

dures. Paperwork abounds due to the necessity of documenting student pro-

gress. while expaaining the various forms, the Program Counselors stress

the need for good documentation and the over-all benefit of following

through with documentation. The counselors explain: the purpose of in-

formation found on "Contact Slips;" the Contract-signing process; the

"Weekly Student Tracking Sheet;" and the "Misr-id Appointment Slip."

finally, these meetings afford the Program Counselors the opportunity

to disseminate information. The Program Counselors utilize the business

meetings to make announcements regarding information to b.: passed on to

students, the need t.s make appointments for mid-semester conferences, dis-

tribution of tutor and program evaluation forms and up-coming events such

as food samplers and movies which promote intercultural communication.

The guast speakers offer a variety of information which helps prepal'e

the tutors for special situations which may arise. Some topics are speci-

fic to study habitc, which have been successful, whils others may be speci-

Ptg fic to reading the students' actions through becoming aware of body language or cross-cultural communication. During the Fall 1985 semester six speakers visited with the tutors at these meetings. Diana Kitch from the WSU Counsel- ing Center presented information on "Handling Students' Personal Problems" on September 13. "Cross-cultural Communication" was the topic on which

Dr. John Gaston, Chairman, Department of Minority Studies, spoke DR

September 27. Deema de Silva, Director of Operation Success, made a presen- tationon "Body Language" on October 18. Sue Burdette of the WSU Reading and Study Skills Center spoke on "End-of-tLe-semester Studying Tips." On

November 8, Bruce /ngmire of WSU Instructional Services discussed "Small

Group Dynamics." Finally, Ann Sweney of the WSU Business College shared a stress reaction survey and interpreted the survey and spoke about "High

Anxiety during Finals." Each speaker brought a wealth of information which provided the tutors with a stronger background and a greater awareness of difficulties their students may encounter, and learned strategies for being an effective Tutor-Advinor.

During the Spring 1986 Semester, three speakers visited with the tutors. On January 31 Deltha Colvin, Assistant Dean of Student Special

Programs spoke on the issue of retention and persistence. "Testing for

Graduate School" was the topic of Dr. Michael Tilford, Assistant Dean of the Graduate School. Nancy McKellar, Associate Professor of Personnel

Services spoke on "Affecting Influences" on t'le tut(Jring situation and the anxiety experienced by students.

69 79 TUTOR TRAINING MEETINGS FALL 1985

September 6 Business Meeting September 13 Speaker: Diana Kitch, WSU Counseling Center "Handling Students' Personal Problems" September 20 Bus iness Meeting September 27 Speaker: John Gaston, WSU Minority Studies "Cross-Cultural Communication" October 11 Business Meeting October 18 Speaker: Deena de Silva, Operation Success "13..xly Language" October 25 Business Meeting November 1 Speaker: Sue Burdette, WSU Reading & Study Skills Center °Studying Tips and Test Anxiety" November 8 Speaker: Bruce Ingmire, WSU Instructional Services November 22 Business Meeting--stress test administered December 6 Speaker: Ann Sweney, WSU Business College - "Stress"

SPRING 1986

January 31 Speaker: Deltha Colvin, Assistant Dean of Student Special Programs February 7 Bus iness Meeting February 14 Tour of the Olive Garvey Center for the Improvement of Human Functioning February 21 Speaker: Michael Tilford, Associate Dean of Graduate School end Gayle Veltman, Counseling and Testing Center "Everything you always wanted to know about GZaduate School" February 28 Bus iness Meeting March 7 2nsiness Meeting March 21 Tom of Career Placement Center and discussion with state March 28 Business Meeting April 4 BuJiness Meeting April 11 Speaker: Nancy McKellar, Associate Professor of Personnel Services April 25 Bus iness Meeting

SUMMER 1986

June 11 Bus iness Meeting June 25 Business Meeting July 16 Business Merting: Video on Learning Styles

70 80 Peer Counseling

Operation Success' Tutorial Component also provides peer counseling 1

to the enrolled students. A characteristic of disadvantaged students is a

lack of self-esteem and self-confidence which causes them to give up on a

task before giving themselves a chance to succeed. Consequently, they are

constantly under stress. A reduction of this stress provides a climate in

which students confidently respond to situations and progress in their

academic work. A Tutor-Advisor, by working with one student for a whole

semester, gets to know that student's personal needs, goals, and problems,

and can reduce the level of stress through counseling.

In the role of peer ccuhselor, the Tutor-Advisor is expected to be a

good listener, an empathizer, and one who can suggest various and diverse A

alternatives, without being judgmental, to solve both the student's per-

sonal as well as academic or career problems. The Tutor-Advisor, however,

is not expected to solve the student's problems, whatever they may be.

The Tutor-Advisor 13 only expected to help the student as much as possible

within reasonable limits. At times, if a Tutor-Advisor is confronted with

a difficult problem with which he or she does not feel comfortable or com-

petent to handle, the Tutor-Advisor will consult a Program Counselor, who

might refer the student to the Counseling Center at Wichita State University.

When the scope and depth of academic or career problems go far beyond the

Tutor-A6visor5s knowledge and ability in advising such matters, the Tutor-

Advisor might refer the student directly to the appropriate campus resource

40 center.

The Tutor-Advisor in the ro]a of a peer-coui.selor Is also expected to

act as a source of information for the student. The Tutor-Advisor provides

40 the student with a variety of information concerning not only campus faci-

litic nd resources, but also the universityos bureaucratic procedures, 40"

71 Si v which are helpful for survival in college. Also, the Tutor-Advisor provides the Program Counselors with brief weekly descriptions of what concepts in a subject area were covered during the tutorial sessions and comment on the student's academic progress.

Tutoring Procedures

When students come in to enroil for the program, they are asked whether they would like a Tutor for one of their classes. If so, they are mato, ad with a Tutor-Advisor proficient in the subject area they would like assistance in. During the initial meeting between the student and Tutor-Advisor, a contract is signed outlining the guidelines for tutoring and the arranged meeting times. Regular tutoring sessions then continue until the end of the semester. Each student is allowed a maximum ol three hours of tutoring for a certain class Per week. Throughout the st,mester, student progress reperted by the Tutor-Advisors and at the end of the semester, the snident com'aetes a tutor evaluation.

The areas of tutorial assistance cover a wide variety of courses. They range from Accounting to Chemistry to Foreign Languages to Social Work.

The highest demand is usually for Mathematics courses.

The flowcharts on the following pages show the action3 of thv Prugrkw

Counselors, Tutor-Advisors, and Student Assistants in the tutoring process.

These system3 have proven to be effective for the program in terms of recordkeeping, and provide a clear description of duties and responsibilities for the individuals involved.

82 72 Time L.I.se gramStudent and is enrolls qualified te underthe pro-Program Counselors TMor/Advssors 554dent AUISTAM4 b.onec.a.ing or morecriteria: of the fol/ow- pnystoallyfirstIsw tnoome generation handicapped [If tttortalofmade Tutor/My-ismrequested, servicesand placed tutor are in essignment mull= contractInitialUP Wt.th meetingZile is signed. student and 74 Set slzpsarstudentTutoring t. missed being contanues=tact apexentment filled sheets withtn. 17 lutorikensorsWeeklyRecords -wordmaintained of ootsumaors.placedappointmentsheetsEach Friday, aidin mailbox missed slipscontact ofaro + Friday imekly staff meeting SO.dentarenitor/Adirisor- filed. contracts mad trainsng Tutor/PdyisarslipnamedContactand are placedafrolnutent sheetsrecorded In andflies. I W111. Tinestmets are completed Monthly meettng with eaCh Tutor/Ms/Isar *Accuzulationc.b.a.ixee'lile Penang of uorhfor 'Amor/Advisors. hour's Ibtortng Diewtor e.d.f. RomeerchComputerFUrdraisingAmor Feetimp/Orientatiat/ Work'Manus* Emits *Wee: Weeklysmestur.byexceed the thehoursDixtmtor cuadessenmdmer 're nos f.c to that particulardecided 73 83 h.g. GraphicStaustical/bata Arts Oillectlon RECORDS MANAGEMENT FOR A TRIO SSDS PROGRAM

ILTo Staff

.ar

gmhigialn Kum I4j--- ar 0. 1-4 cz:r1r1 a) Schedule/Tutor Contract b) Records of Tutorial Sessions c) Record of Missed Appointments Academic Counseling Weekly Student Monthly Counseling Statistical'. Mid-Semester Counseling Summary .1 Research and Evaluation Component 8 5 Publish Annual Performance Evaluation Report

1 ANN01, MONITORING WEEKLY TUTOR ACTIVITY

Student attends Contact slips tutoring session are filed in student files at the end of the semester

Tutor completes contact slip Counselors contact after each students concerning session tutoring problems or students nA showing up

ITutor hands in contact slips Student Assistant moni- by each Friday tors missed appointment slips, records, excused or unexcuspd and informs counselors

Counselors record total numbei of Missed appointment hours tutored slips completed by each week on vork tutors and given summary sheet to counselors maintained on each tutor

7E 86 MAINTENANCEOFDAILY/WEEKLY/SEMESTER STATISTICS

Semester Statistical Counselors enroll sport by Director and nd qualify students [ Researeh Assistant VIE11111111111 End-of-Semester Analysis of Program val-stion Exit_Data

IDemographic Statistics

Tutor Meetings1.------

Tutor Hours/Areas f-

Program Activities

Mid-Semoster Analysis of Tutor Evaluation

Scholarships

Secretary compiles weekly statistics Studont Grades 111. Director keeps records of all Components: Tutorial, Cultural, Researvh

FLOWCHART BY RESEARCH COMPONENT

76 O.

My Impression: The Tutor's Mission

When interactingwith our students we, as tutors, try to show ourselves to be patient and empathetic. Some of the.: ways we try to accomplish this task are:

- by being open to listening to special problems 1r concerns;

- by being prepared to refer the student ,o other campus resources or to our program counselors;

- by being prepared to give honest feedback, good or bad;

- by being supportive while giving feedback, particularly the bad;

- by becoming a friend, interested in the student,s life, e.g. ma3or events, problems and successes;

- by letting the stu....ent know it is "OK" to call on us outside of scheduled sessions, and giving the student the guidelines for when such calls are appropriate.

Perhaps our greatest goal is to facilitate growth both academically and personally. In my eyes the greate't achievement in this area would be to put myself out of work and I strive to do so each time I take on a student.

At Operation Success we recognize time management, memory and concentration skills, and reading, notetaking and test preparation to be the three main areas of ;tudy skins on which we should concentrate as we work with our students. We accomplish this task by helping the student develop strategiea w.g.th which to study. When I tutor I share witn the student the strategies that I have developec. and I have found effective. As I present these strategies I emphasize that they are only a foundation on which the student may model his/her own strategy. we also announce the study skills workshops so that the student may have tho opportunity to be exposed to the greatest amount of input relative to developing these study skills.

Again we can only be truly effective uhen we work toward long-term success. We can accomplish this long-term effectiveness by being supportive criends who r.11-e willing to constructively an._ honestly criticize our students. And finally we should work toward weaning our students of tutoring prior to finals week, in other words, we should strive to put onrselves t of work.

)7//7 David Frerichs Tutor-Advisor 77 Sd ORERALLObi SUCCESS AS HEAVEN EQR MUILIRS To compare Operation Success to heaven, one needs to stretch oneis imagination a little. Try looking at it as being a place oetween heaven and hell- a place for people who do not deserve hel lbut aren't good enough for heaven. Jr you could look ati t s.s being a place where angels 90 to earn their wings (a trans- ition from college to real iiiorld - Faeq got his wings but came bAc( to learn more, Lonna has her wings but needs a tail-fin). Being aTutor isn' t the greatest job on ear th but then, who's talking of the earth - we are talking about WSU campus. When one thinks of a part-time campus job, one usually pictures a student washing dishes, or shelving books in the library or even shining the bronzework on campus grounds - generally jobs that requtra !i.ast amount of thinkingor decision making. Tutor- ing is one of the very few campus jobs that's notin such a category. It's a job that comes wi th c lat responsi bi 1i ty and some grandeur. It's also a job that can help bui Id one's sel f- confidence and self-respect wi thout one having to join the army. Operation Success is a place where one meets new people every semester and gets to know some of them very well. True, one doesn't always meet the choicest people but that's rare and the others more than make up for that. Also the priviiege G.i working with other tutors is there - if you can call working wi th a bunch of crazies a privilege. Appreciation and encouragement aren'iin short supply either - from the counselors and fellow tutors who normally share their Pxperiences with others. The appreciation shown by the students however is what we work towards - it's only when they feel that wewe worked hard for them do we feel any sense of achievement t -.selves. Quoting one of the tutors who sa-,,s " MY job is like a two way street:I give my students confidence by letting them know I care about their academic success, and they. in turn provide me with ccnfidence by wanting to achieve their goals and by needing me to help them do so N. A lot of students have more conUdence in their tutors than they do ir. their instructors for guidance. I must ment ion the Tutor-of-the-Month award. It is) ike Oper- ation Success's version of the Nobel Prize or Oscar awarded every month to the tutor who has best performed his/her duties. It is a good incentive andwor ":hqui te a bit too.Also weare shown appreciation by being treated to pizza as often as the counselors can 9Lt the time, money and discrInts off the pizza. I should say Operation Success isn't all milk and honey - I mean once in a while you have to eat an unripe lemon. Though our wages are to go up a little now, there was a time when we were cn the minimum wage scale. Considering that some students expect us to have the same knowledge atheir instructors and be available at odd hours, the amount was aii ttle low. Also tige paperwork, though it has been reduced, there was a time each tutor needed their own personal secretary. The worst part of being a totor (luckilyi t very rarely ever happens, but is unforgetable) is when a student bel i eves that the peas= for their failure was the tutors fault - I'll repeat it rarely happens, but is unforgetable. It's almost impossible to have job satisfacti,...n in a part- time campus iob - no one does these jobs for satisfaction, they are just to help pay the rent. But to comparea utoring job at Operation Success to the others -i ts the di fference between heaven and hell. .a0 Diries St"-E----11'm 89" Tutor TUTOR BANQUET - 1986

Operation Success held its seventh annual Tutor Awards

and Recognition Banquet on May 16, 1986, at the University

Alumni and Faculty Club. The tutorial staff receivea certifi-

cates from Deema de Silva, Director, in recognition of their

contribution to the proTam's activities to provide academic

assistance to disadvantaged students. The program's graduate

research assistant and student assistants also received certifi-

cates of appreciation.

A number of University administrators were honored for their

active support of operation Success throughout the year. Admini-

strators receiving recognition included Dr. Lloyd Benningfield,

retiring Dean of Graduate School, Mr. Larry Rector, Director of

Financial Aids, Dr. James Rhatigan, Vice President 2.or Student

Affairs and Dean of Students, Ms. Deltha Q. Colvin, Assistant

Dean of Students-Special Programs, and Dr. John Breazeale, retiring executive Vice President of Academic Affairs. Dr. and Mrs. Clark

Ahlbarg, fe)rmer president of Wichita State, were also honored

for their contiLued support of Operation Success.

Members of the community wh,have supported Operation Success

thronghout the year were also recognized, including Bagatelle

Bakery, Berry Companies inc., Boeing Military Airplane co., La

Chinita Restaurant, NCR Corp., and the Zonta Club of Wichita.

Mr. and Mrs. Jess Cornejo, president of Coriejo and Sons, were honored guests at the banquet. They presented a check for

$500 to Operation Success to benefit the program's scholarship

fund.

79 Two students of Operation Success, Jeff Rainsand Darius

Smith, were invited to address the guests anddiscussed the assistance Operation Success provided them.

Dr. Breazeale assisted Mrs. de Silva with the distribution

of certificates and plaques. Staff members in attendance included

Ms. Lee Starkel, Mr. Larry Ramos, and Ms. Hercilia Recinos.

OPERATION SUCCESS CERTIFICATE OF RECOGNITION

4. for outstanding service, active support and cooperation

Dated this day of 19_

Prima Armor Vichma Sate U Ims

TH E NEWSLETTER 1.0k- The Division of Student Affair&

OPERNTIONSUCCESS.,.., hosted two events on May 16th. During the afternoon, a reception was held to honor graduating seniors and scholarship recipients. Students and their families stopped by the Operation Success office to enjoy refreshments and to receive recognition for their achievements. Assistant Dean of Students, DELTHA COLVIN, was a special guest. 91 In the evening, the Seventh Annual Tutor Awards and Reccgnition Banquet at the Univer- sity Club was held. DEEMA DE SILVA, Director, welcomed guests and tutors received certificates of recognition for their contribution to the academic success of the students in Operation Succets. Also honored for their support were various community leaders cnd University admiufatratora, according to LEE STARM, Assistant Director. 80 e 0

5:30 WELCOME Ms. Deema de Silva Director, Operation Success

RECOGNITION AND COMMENTS BY OPERATION SUCCESS, SPECIALSERVICES HONORED GUESTP: THE WICHITA STATE UNIVERSITY Dr. Lloyd Bemingfield Dean of Graduate School Hr. Larry Rector Director, Finanlial Aids

Dr. James Rhatigan Vice President for Student Seventh Annual Tutor Awardsand Affairs and Dean of Students Recognition Banquet Ms. Deltha Q. Colvin Assistant Dean of Student May 16, 1986 Special Programs Mr. Jess Cornejo President, Cornejo & Sons

PRESENTATION OF HONORS AND AWARDS by University Alumni andFaculty Club Chief Guest 4201 E. 21st ur. John Breazeale rxecutivo Vice President of Wichita, Kansas Academic Affairs BANQUET

93 OPERATION SUCCESS HONORS AND AWARDS INVITED GUESTS

Lonra Dockelman Mr. Larry Smith Saleh Chakaroun Wichita State University David Frerichs Jamal Ghanoui Dr. Clark D. and Rowena Ahlberg Meer Hossain Wichita State University Angela Ziba Multer Sherridyn Myers Mr. Mark Stuchlik Hao Nghiem NCR Coeporation Alan Pinto Faeg ShaLch Mr. & Mrs. Naji Toubia Dinesh Sharma Bagatelle Bakery William Unsderfer John Wuu mr. Fred Berry Ali Youssef Berry Companies, Inc. Mr. Leroy Leep co Iv Gractaate Research Assistant Boeing Military Airplane Company

Clara Freund Mr. Don Norton La Chinita Restaurant

Student Assistants Ns. Barbara Killly The Zonta Club of Wichita Joe Brand Shellie Krug Mr. Jeff Rains Operation Success student

Community Supporters Mr. Darius Smith Operation Success Student Bagatelle Bakery Berry Companies, Inc. Staff Members of Operation Success Boeing Military Airplane Company La Chinita Restaurant Ms. Deema de Silva, Director C;"0,1 94 NCR Corporataon Ms. Lee Starkel, Assistant Director Zonta Club of tiichita Mr. Larry Ramos, Program Counselor Ms. Hercilia Recinos, Secretary

11IIIM .mmMIMEMEW.,i SCHOLARSHIPS

BOEING SCHOLARSHIPS

The Boeing Military Airplane Company has donated money to Opezation

Success to award scholarships to Okeration Success studLAts who display

high achievement in their academic work. The scholarship is ',iven on the

basis of financial need, academic achievement, and the quality of the con-

tribution the applicant feels they can make in their chosen field. The

following students received Boeing scholarships during the 1985-86 academic

year.

Spring 1986

Michael Bowers Deborah Davis Tamara Gaffney Rachel Howard Pamela Martin Brian Irurcell Jeffrey Rains Marco Zamora

ACADEMIC INCENTIVE SCHOLARSHIPS

Academic Incentive Scholarships are awarded to Operation Siccess

students based on need and academic progress. The following students

rece_ved Academic Incentive Scholarships during the 1985-86 araciemic year.

Fall 1985 Spring 19J6

Janita Atakpa Angela Martin Janet Bonner Angela Martin Janet Bonner Delores Murillo Joe Brand Pamela Aartin Sandra Connelly Peo Orengc. Deborah Davis Beth Moore Ir -id Duran Amado Pina Romaine Figueroa Minh Ngo Kferly Eacman Caroline Povey Lisa Foster kaul Prochaska Romaine Figueroa Mark Ramos Angela Hawkins Darius 1.miith David Gaffney Rosalind Wayne Marilyn King Bettina Williams Chardette Ja-kew, Bettina Williams Tracy Latham Kwang Ok Yi Ilana Johnson Carla Wilson Marco Zamore

Operation Success also provides information on othee scholarships, such

a' the National Hispanic Scholarship Fund, for the students in the program.

83 GRADUATES

The following students who were honored at the annual commencement in

May, 1986 were all past or present enrollees or tutors at Operation

Success.

Master's Degrees

*Karen Christian - Master of Arts in Spanish

*Abdallah Cherri - Master of Science in Electrical Engineering

*Saleh Chakaroun - Master of Science in Mechanical Engineering

*Jamal Ghanoul - Master of Science

*Ali Youssef - Master of Science in Mechanical Engineering

Bachelor's Degrees

College of Engineering

*Randall Castleberry - Bachelor of cience in Electrical Engineering

*Dinesh Sharma - Bachelor of Science in Engineering

College of Education

*Martha Rolroyd - Bachelor of Arts

Margaret Veith - Bachelor of Arts

Temple Childs - Bachelor of Arts

*Linda Immenschuh - Bachelor of Arts

*Carmen Perez - Bachelor of Arts

Evelyn Potter - Bachelor of Arts

*Tutor

9 College of Health Professions

Oliver Cooks III - Associate of Science in Respiratory Therapy 41 Lori Eausch - Associate of Science in Respiratory Therapy

Ida Burton - Bachelor of Health Science in Cytotechnology

Audrey Krug - Bachelor of Science in Medical Record Administration 41 Janita Atakpe - Bachelor of Science in Nursing

College of Business Administration

*Hao Nghiem - Bachelor of Business Administration

*Naveed Baloch - Bachelor of Business Administration

Romaine Pigueroa - Bachelor of Business Administration

Collin O'Neal - Bachelor o BusineRs Administration

College of Liberal Arts and Sciences

Wanda Caesar - Associate of Arts in Humanities, Bachelor of Arts 41 Yolinda Gee - Associate of Arts in Mathematics and Natural Sciences, Bachelor of Arts

Paul Prochaska - Associate of Arts in Mathematics and Natural Sciences, Bachelor of Science

Dawn Truong - Associate of Arts in Mathematics and Natural Sciences

Denise Cox - Associate of Science in Administration of Justice

Prances Ervin - Associate of Science in Administration of Justice

OA. Izora Sandra Gilkey-Dixon - Associate of Science in Administration of Justice

Nina Thompson - Associate of Science in Administration of Justice, Bachelor of Science

Donna Baba - Bachelor of Arts

*Martha Blake - Bachelor of Arts

Karen Potter - Bachelor of Arts

*Tutor

85 98 *David Frerichs - Bachelor of Arts

Debra Alley - Bachelor of Arts

Michael Cisneros - Bachelor of Arts

Pamela Krug - Bachelor of Arts

Bessie Parker - Bachelor of Arts

Tracy Thompson - Bachelor of Arts

Clarence Wagner - Bachelor of Arts

Mark Young - Bachelor of Arts

Glen Simpson - eat.helor of Arts

Betty Burch - Bachelor of Arts

*Renee Shourbaji Baohelor of General Studies

Brian Williams - Bachelor of General Studies

Larry Decker - Bachelor of General Stud$es

Shirley Tarver - Bachelor of General Studies

Elizabeth Clark - Bachelor of General Studies

Marcia Bates - Bachelor of Science

David Gaffney - Bachelor of Science

Gregory Mayfield - Bachelor of Siience

Diana Moreno - Bachelor of Science

David Palmer - Bachelor of Science

STUDENT PROFILES

The students on the following pages were all past members of Operation

Success. They are a tew of the many success stories Operation Success has helped write over the last 16 years.

86 99 NAME: Karon Alexander-Charles

BIRTHPLACE: Leavenworth, Kansas

COLLEGE: Liberal Arts and Sciences

MAJOR: General Studies with Emphasis in Journalism and Business

Karon graduated from The Wichita State University ia December 1984. She is presently working on a Master's degree in Communication, works as a paraprofessional

advisor in University College and Is also a Graduate Teaching Assistant for tile SpeechCOMMAi cation Department. Karonis a goal oriented and committed student. She is among The Wichita State University's most ambitious students. After graduating from Hutchinson High School, she attended Junior College and Chicago City College before entering The Wichita State University. In addition to attending classes, Karon is very a,tive in both campus and community activities. Karon served as treasurer of the Mortar Board, conversation partnerto students in the International Program and editor of the newsletter forboth the Honors Program and the International Program. She graduated with her bachelor's degree inGeneral Studies, emphasizingboth Journalism and Business,!. n December 1984 and was also recognized as a Senior Honor Women of 1984. Karon was on the Dean's list every semester and a membe.:of the Honors Program and Omicron Delta Kappa Honorary Society. Her community activities include Board of Director for the St. Paul's Day Care Center and Io:a Phi Lambe 2usiness and Professional Society.

Karon is presently working on her Master's Degree inCommunication. She also works at University College as a paraprofessionaladvisor and as a Graduate Teaching Assistant for the Speech Department.

Operation Success' greatest contribution to my growth: "Operation Success is a great resource for students. I often recommend the services to students I advise. As a member of Operation Success, I made lasting friendships and received the Mansfield Scholarship.

87 ico JANITA M. ATAKPA

Birthpaace: Dodge City. Kansas

College: Health Related Professions

Major: Nursing

Degree: Bachelor of Science

Janita Atakpa graduated from The Wichita State University in May 1986. She is now employed as a Staff Nurse at St. Joseph Hospital In Wichita, Kansas.

Jan has baen at The Wichita State University for four years. She is presently pursuing a degree in Nusring although she already earned a degree in Social Work in 1977.

Jan worked for a while in social work as well as for Operation Success as secretary. She enjoys writing poetry and being the mother of two children. After graduating Jan hopes to enter community health work specializing in either pediatric or geriatric nusring.

Jan res:eived her Associate Degree in Arts from St. John's College in Winfield, Kansas, after which she began work on her Social Work Degree at The Wichita State University.

Jan graduated from Salina South Rich school in 1974. She received commendation on the Honor Roll and was involved in Future Teachers of America and the Unity Student Union, an integrated equivalent to the Black Student Union.

Operation Success' greatest contribution to my growth:

"Without Operation Success I could not have passed my Math classes: the tutors were really good at motivating me. I can not say enough good things about the program."

88101 PAMELA KRUG

Birthplace: Wichita, Kansas College: Liberal Arts and Sciences Major: Rhetoric and Communication

Degree: Bachelor of Arts

Pam Krug graduated from The Wichita State University in May 1986 with a Bachelor of Arts degree.She is now a GradJate Teaching Assistant ln the Speech Communication

Department and Assistant Coach for the Debate and Forensics TO8R1 here at The Wichita State University.

Pam came to The Wichita State university in the fall of 1981 majoring in Rhetoric and Communication. She also pursued minors in Psychology and Sociology. While atthe WSU shehas participated in debate and forensics, German Club,the Society of Legal Assistants and the Emory Linguist Honors Society. Her otheractivities include Student Government Association, Womenin Communication and coodinating the reorganization of the parish library at St. Paul's Newlan Center. Pam alsn volunteers at St. Francis Medical Center. She has been listed on the Dean's Honor Roll and plans to graduate ivMay 1986. After graduation Pau plans to continue her graduate education in Personnel Management or International Marketing.

Pam graduated from Morris (OK) High School where she was on the Honor Roll every semester. While attending high school she lettered in Track, participatad in Future Homemakers ofAmerica (FHA), debate and forensics, German Club and 4-H.

OPERATION SUCCESS' greatest contribution to my growth:

"Operation Success enhanced my academic abilities through involvement with cultural activities, the learning environment and tutors. Through my relations with the students, and staff at Operation Success I have become more aware of my true capabiltties.t4

89 1.02 fit KAY LEIKER

Birthplace: Wichita, Kansas College: Liberal Arts and Sciences Major: English--Creative Writing Degree: Bachelor of Arts

-r Kay graduated Summa Cum Laude with Honors in English and a graduate e4 the Honors Program from The Wichita State Oni4eraity in December 1984.She is currently pursuing

a MFA in Creative Writing while working as a Graduate Teachtnq Assistant in the English Departmeni here at The Wichita State University.

Kay has attended The Wichita State University for three and one half years beginning in the fall of 1981. She plans to graduate in December

of 1984 with a BA in Emglish. While at WSU Kay has received commendation on the Dean's Honor Roll. She has also been a part of the Emory Lindquist Honors Program and worked on mikrokosmos Magazine, a campus magazine of art and literature. Kay has had the experience of being both a tutor and a student in OPERATION SUCCESS. After graduating Kay p-ans pnrsuing an MFA in Creative Writing.

Kay graduated from Wichita Northwest High School in 1979, where she was on the Honor Roll. While attendrng high school she was involved in several clubs. Science Fiction, Business, Spanish, Art and Disco Clubs.

OPERATION SUCCESS' greatest contr1b4tion to my growth:

"The program helped me learn about cultural difficulties in education."

90 103 PAUL PROCHASKA

Birthplace: Dallas, Texas College: Liberal Arts and Sciences Major: Computer Science

Degree: Bachelor of Science

Paul graduated from The Wichita State University In December 1985. Me is now employed as a Graphics Programmer at Boeing Computer Services in Wichita, Kansas.

Paul has attended The Wichita State University since the fall of 1981 majoring in Computer Science. Paul has been on the Dean's Honor Roll and has been working on another degree in Engineering.

Before coming to Wu Paul attended Richland Junior College, Richland, Texas, and El Centro Junior College, Dallas, Texas, studying Accounting and Computer Science. Paul graduated from Lake Highlands High School in Dallas, Texas where he was on the Honor Roll, the football team and the yearbook staff.

OPERATION SUCCESSgreatest contribution to my growth:

"Operation Success tutoring has helped me in the fact that it serves to solidify what has been gone over in the class. Usually I understand most of what is going on in the class but it helps to go over those one or two things that might not have been fully umderstood."

9 1 11111M111159111MMIMI104 TRACY THOMPSON

Birthplace: Emporia. Kansas College: Liberal Arts and Sciences Major: Social Work

Degree: Bachelor of Arts

Tracy groluated from The Wichita $tate University in May 1986.

Tracy intends to graduate in December of 1985 after three years at The Wichita State University. While at WSU she has been involved with Operation Succttssforone year participating mainly in the tutoring program. Another activity with which Tracy has been involved in the Organization of Student Social Workers, serving as Secretary for that organization.

Tracy graduated from Derby High School in 1977, where she was on the Honor Roll. As well, she was active in the Black Student Union acting as Vice-President.Tracy also enjoys hobbies of cheerleading, modeling, and dancingboth Jazz and Modern.

OPERATION SUCCESS, greatest contribution to my growth: 41

',Operation Success was very helpful in impr,wing my study skills both in and out of class. The guidanceofthe tutorsgavememore self-confidence in the more difficult subjects.

92 105 Fam's Dream Comes True

-, Am tiQt

,./.. I .---

In the Fall of 1981, one of my dreams came true--T would be attending college. I have always wanted to go to college, ever since 1 can remember so when the time finally came after graduating from high schoo3 to start college i was overwhelmed--overwhelmed by what kind of classes 1 would have, by the people 1 would meet, and by the whole environment of a college campus. Within a short time, however, 1 became more acquainted with the college campus and its surroundings, and 1 felt ready to make this my home away from home for tne next few years. 1 began meeting new people and joining new organizations and clubs here at The Wichita State University, and one of the organizations that 1 becam involved with was Operation

Success. They offered tutoring, cultural and educational events, scholarship programs, social activities, and a varied g..Jp of people from all cultural backgrounds. There were fundraising events to become involved with, and intercultural food festivals in which 1 participated not only in the cooking and decoratihg, but also in the eating. 1 think the eating part was the most enjo!fable for me, all that wonderful international food,

93 106 it was great. I have benefited greatly from Operation Success and Ifeel very lucky to have found this organization and to take part in the many activities and events, plus the wide variety of programs it has to offer.

And I also feel that the students who have been Operation Success members in the past as well as today feel the same way.

Along with being involved with Operation Success, I was involved with

German Club, the Legal Assistants Society, serving on the Library Policies and Library Appeals Committee of the Student Government Association, and being a member of the professional group of Women In Comvunications. I enjoy sports of all kinds so I joined a couple of intramural teams of volleyball and basketball. I also kept very busy being on the Debate and

Forensics Team in which I was given the opportunity to do a lot of traveling to the many states around the country and compete with students from all over. Through the National Leadership Honor Society I was initiated into

Phi Kappa Phi, Omicron Delta Kappa, Delta Sigma Rho-Tr.0 Kappa Alpha, the

National Gorden Key Association, and the National Forensics Association.

Through all of these organizations ana clubs, I gained a tremendous amounc of insight for my future.

Although I participated and was involved with so many extracurricular activities I always kept my grades high, because my grades were and still are very important to me. I was rewarded by keeping my grades high by being on the Dean's Honor Roll and receiving scholarships for my academics.

I also worked at a variety of jobs to supplement my income, jobs such as a library assistant, a stock broker assistant, legal assistant for a law firm, anJ a secretary/receptionist for a business office. J. gained lot of new experience and knowledge through these jobs and I feel they will be significant assets in the job market.

94 107 I have always enjoyed speech and public speaking so I knew what I wanted to major in even before I began college, and that was Speech

Communication--Rhetoric/Communications rith minors in Psychology and

Sociology. In the Spring of 1986 I graduated Magna Cum Laude with a

Bachelor of Arts. My hard work and determination paid off, I had accomplished one cf my dreams and it felt great. But I felt that there was so much more to learn and everience through school that I applied and was accepted into Graduate School. I will be focusing on Communication Theory with an emphasis in Business. with this I would like to do some consult- ing work for large business firms, plus open the doors for a future law degree in Corporate Law. But for now, I will concentrate on my graduate studies and teach Interpersonal Communication and Basic P4blic Speaking classes at The Wichita State University. / am also an Assistant Debate and

Forensics Coact for The Wichita State University Team.

Theie are so many dreams to fulfill and goals to achieve and I want to accomplish as many as I can, but I will take it one step at a time. I have gained and received a lasting amount of wisdom and knowledge from school and I hope to share what 1 have learnAd with as many people asJ. can, and I hopeo learn from them as well. All through my years of growing up, my parents and friends have encouraged me to get a good education, and I am happy to say I haven't let them down, and I am even more happy to say I haven't let myself down.

95 41

Educational and cultural enrichment activities

Annual CUltural Spring Fling

Visits by staff and administrators of other universities

Cultural Food Sampler Parties to commemorate Important Events

Screening of cultural movies

Appreciation Parties for Staff and Tutors, Welcome and Birthday Parties

Cultural enrichment activities in cooperation with the International Program and Department of Anthropology

96 FLOWCHART FOR 109 CULTURAL COMPONENT

.1Ir CULTURAL COMPONENT

The philosophy of the program to organize the Cultural Component is

that a student's learning ability can be greatly enhanced by various kinds

of cultural and educational experiences. This is particularly true of

students enrolled at Operation Success who come from various ethnic back-

grounds and are first generation college students and/or students from low

income families.

The objective of the Cultural Component is to provide access to

events that promise a cultural and educational value which our students

might not otherwise have an opportunity to experience. The events planned

offer cultural, historical or sociological significance, expansion of

educational horizons, and an opportunity to interact with individuals from

different cultures.

Operation Success sponsors, participates in, and provides information

on many cultural and educational activities throughout the year. The

following is a list of these activities for the 1985-1986 academic year

along with a short summary of each activity.

FAll 1985

September 16 Mexican Independence Day Food Sampler

September 16-17 /RS Exhibit for Mexican Indepozdence Day

September 22 Spanish Film Festival

October 6 Octoberfest

Octcber 7 Study Skills Workshop--Memory

October 8 Study Skills Worksl.op--Textbook Comprehension

October 9 Study Skills Workshop--Listening and Note Taking

October 10 Study Skills Workshop--Test Taking

97 11 0 October 11 Study Skills WOrkshop--Tips for Math Success

October 18-19 Associated Students of Kansas Conference-- Kansas Minority Students: Problems and Solutions

November 23 Phi Beta Sigma Fraternity--All Male Review

November 26 Thanksgiving Food SamplerNative American Style

December 12 Private Screening of "The Color Purple"

SPRING 1986

January 18 Eddie Murphy Film Festival

January 20 Dr. Martin Luther King, Jr. Memorial Service

January 28 Information Session on Graduate School Opportunities for Minorities at Northern Illinois University

February 10 Chinese New Year Celebration

February 14 Black History Month Food Sampler

February 24 Study Skills Workshop--Tips for Math Success

February 25 Study Skills Workshop--Memory

February 26 Study Skills Workshop--Listening and Note Taking

February 26 Information Session on Employment Opportunities with the Federal Government for Hispanic Students

February 27 Study Skills Workshop--Textbook Comprehension

February 28 Study Skills Workshop--Test Taking

February 28 Black History Month Films

February 28 Phi Beta Sigma African and Soul Food Luncheon

May 2 Eighth Annual Cultural Spring Fling ,

SUMMER 1986

June 7 Fashions of the Americas

II. 98 , Ill

4.- FAll 1985

To encourage minority student participation at Operation Success, an attempt is made to set aside time each month for a cultural activity. On

September 16, Operation Success coordinated a food sainpler at the office for students, tutors, faculty and other people interested in Hispanic culture to celebrate Mexican Independence Day.The food (enchiladas, taco salad, spanish rice, tortillas, fajitas, and salsa) was prepared by students, staff and family members. Mexican art exhibits were set up on display while Mexican music filled the air. In addition, a slide presentation of Mexican Independence Day 1984 was shown to all the guests.

On September 16-17, the Internal Revenue Service featured an exhibi- tion in its #ichita office on Mexican culture for Mexican Independence Day.

Items were loaned by Operation Success to be displayed in this exhibit.

On September 22, a Spanish Film Festival was sponsored by Operation

Success and the Kansas Arts Commission.Four movies, El Anima de Sayula,

El Rey de Los Tahures, La Carcel de Laredo, and Benjamin Argumedo-El

Rebelde, were shown at Hubbard Hall on The Wichita State University campus.

The 1985 Wichita Octoberfest was celebrated at Joyland Amusement Park in early October. On October 6, Operation Success took eight students, tutors and staff members to the celebration which marks the German harvest festival and Thanksgiving. A marvelous Bavarian atmosphere complete with

German arts and crafts, polka music and dancing, delicious food, and rides was provided.

Study skills workshops conducted by the staff from the Reading/Study

Skills center were held on October 7-11 in the Campus Activities Center.

Topics for the workshops were:Memory, Textbook Comprehension, Listening

Note Taking, Test Taking, and Tips for Math Success. Operation Success

99 112 stndents were strongly encouraged to participate in these workshops and inEormation about the workshops was included in the Operation Success newsletter.

Operation Success took three students to the Associated Students of

Kansas Conference on Kansas Minority Students:Problems and Solutions, held at Washburn University, Topeka, Kansas, on October 18-19. The conference included educational workshops dealing with issues concerning

Higher Education, Public Education, Social Development, Community

Membership, and Leadership. State and university officials conducted the workshopa which were geared at generating input on these issues from students. There was also a luncheon and dinner with guest speakers from

Washburn University and Haskell Indian College addressing minority student concerns.

On November 23, the Phi Beta Sigma Fraternity held its annual "All

Male Review." The event featured a dinner and male fashion show with live music. Information on the event was included in the Operation Success newsletter.

November's food sampler was held November 26 at the Operation Success office and featured a Native American theme. Jerry Shaw, a member of the

Osage tribe and all instructor in the Department of Minority Studies was a special guest. Authentic Indian dishes were prepared by two Native

Americans, Treva Brack and Myrna Steel, and Native American artifacts consisting of sculptures which are part of Deema de Silva's collection and needlework and beadwork provided by Jerry Shaw were dispaayed. Afterwards,

Shaw made a slide presentation of last year's Pow Wow at Greyhorse,

Oklahoma.

On December 12, Operation Success had guest passes for students to view a piivate screening of "The Color Purple" at the Twin lakes Theatre.

100 11 3 The movie was based on Alice Walker's Pulitzer Prize book, by the same title. The movie was about the joys and pains of life'R experiences during the turn of the century for a black women named Celie. The overall reaction to the film was very positive.

Spring 1986

Operation Success co-sponsored, along with Phi Beta Sigma fraternity, an "Eddie Murphy Film Festival" on January 18. Three films, 48 Hours,

Beverly Hills Cop, and Trading Places, were shown in Hubbard Hall on the campus of The Wichita State University. This joint effort was a way for

Operation Success to demonstrate support for the efforts of minority student organizations and provide assistance to those organizations in sponsoring worthwhile activities.

To commemorate the birthday of Dr. Martin Luther King, Jr., Operation

Success displayed a poster with significant dates and historical photos of Dr. King's lifetime. The poster traced, in chronological order, the civil rights leader's most significant contributions to this country. It included passages from King's famous speeches "I Have a Dream" and "I've

Been to the Mountain Top." The poster was designed by Dinesh Sharma, tutor, and was displayed on the entrance door to the program office for all to see and read. In addition, Deborah Davis, a student at Operation

Success, gave a recital on "How Dr. King's Life Has Affected Me" at the

University's Memorial Service honoring Dr. King.

On January 28, Mr. Miguel Almanza visited Operation Success to provide information to minorities on graduate school opportunities at

Northern Illinois University. Almanza provided students with information on assistantships,fellowships, and grants.

101 :t4 Operation Success brought in the new year on February 10 with a food sampler party celebrating the Chinese New Year. All in attendance feasted on sweet and sour chicken, beef low mein, fried rice, leechi, longan, rambutan, jack fruit, and hot tea prepared by Dawn Truong, Yolinda Gee, and Hao Nghiem. The staff decorated the program office with Oriental ornaments which emitted an aura of authenticity and elegance.

Another food sampler was held in the program office on February 14 to celebrate Black History Month. Approximately fifty people were treated

to barbeque chicken, African green pepper and spinach, candied yams, black-eyed peas with ham hocks, cracklino cornbread, beans, rice, coleslaw, brownies, rum cake and sweet rolls. Several individuals loaned the program their own African artifacts to display.William Dixon, student, provided slides that portrayed the plight of Black Americans and he also provided the music.

Businesses in the community helped support this food sampler. Fried chicken and biscuitG were provided by Popeyes Famous Fried Chicken; ice, cups, napkins, and a container for drinks were provided by a local McDonaldts and Food Barn provided brownies for dessert.

From February 24-28, the study skills workshops conducted in October were repeated. The staff of the Reading/Study Skills Center conducted the workshops on Tips fIr Math Success, Memory, Listening and Note Taking,

Textbook Comprehension, and Test Taking.

on February 26, Mr. Lorenzo Cervantes of the Hispanic Employment

Programs Managers Council spoke to students about the possibinty of finding employment within thi.. Zederal government. He gave some encouraging advice to the Hispanic students.

102

.11. Black History MOnth was celebrated with a series of filmson February

28 at Hubbard Hall on The Wichita State University campus. Pour films,

Cotton Club, Soldier's Story, Gospel, and Sparkle were shown with

admission being free. The movies were sponsored by Coors and LarCo

Distributing, Inc. and publicity was provided by Operation Success. Also,

to celebrate Black History Month, Phi Beta Sigma sponsored an African and

Soul Food Luncheon. Many of the dishes were prepared by the sLaff of

Operation Success.

During the months of March and April, the staff was involved in

several professional activities and no cultural activities were held.

The Eighth Annual Cultural Spring Fling was held May 2 on the lawn

.1 in front of the Liberal Arts and Sciences Building on the campus of The

Wichita State University. Several student groulps sold ethnic dishes to

raise money for their organizations and entertainment was provided by folk

dancers, jazz ensembles, singers, belly dancers, and others. Several

hundred people attended the affair.

Summer 1986

On June 7, Operation Success co-sponsored a fashion show, Fashions

of tht Americas, to raise scholarship funds to benefit the Hispanic Women's

Network and Operation Success. Fashions and costumes from 17 countries,

including Puerto Rico, Guatemala, Mexico, Peru and Chile %/ere aodeled.

The fashion show was follv.Yed by a social hour with ethnic foods and music

from the various countries represented. The event was held at Miller

Concert Hall in Duerksen Fine Arts Center on the campus.

103 1 6 1986 FASHION SHOW

An evening of contemporary and native fashions from Central, Latin, and South America and ethnic foods and entertainment will help raise funds for the Hispanic Women's Network and Operition Success, a WSU organization that assists many Hispanic and minority students.

The 1986 eashions of the Americas scholarship fundraiser will start at 6:30 pm on Saturday, June 7, at Miller Concert Hall in WSU's Duerksen Fin( Arts Center.

"This is not an ordinaty fashion show" says Rosario Weston from the Hispanic Women's Network, also a native of Chile. "It will be a cultural extravaganza featuring the ethnix fashions of many countries accompanied by the latest contemporary styles of today....something you might find yourself in while touring Peru, Argentina, or Spain."

The evening will start with fashions and costames from 17 different countries, including inierto Rico, Guatemala, Mexico, Bolivia, Peru and Chile. Intermission will feature traditional American, Mexican and Puerto Rican dancing.

Models for the fashion show will be escorted by players for the Wichita Wings soccer team. Master of cetemonies will be Beth Snyder, on-air personality for KSN-TV. Contemporary fashions are being contributed by Time to Get Dressed in Clifton Square. Tricho Place also in Clifton Square, is providing hair-styling and make-up.

The fashion show will be followed by a social hour where those attending can sample ethnic dishes, such az empanadas, churros, and pan amasado, and be entertained by music from the various countries represented.

Tickets are $7.50 in advance and $8.50 at the door, with all proceeds gcing to Operation Success and the Hispanic Women's Network, Time to Get Dressed and Tricho Place in Clifton Square, and Rico's Hair Fashions, 4831 E. Central.

The Hispanic Women'sNetwork is a community orgz.nization composed of women representing every country and culture of the Americas. The main purpose of the group is to further cultural awareness and to support continued edin7ation.

Operation Success is a program in The Wichita State University's Division of Studen. Affairs. It is a program devoted to assisting economically and educationally disadvantaged students successfully complete their college education. 1 kr04.,. .. 4, \ Ieta.0 Ids i 4.4 t 1 . AlluffSfas.u1- 'ft 4 4 .

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104 -41111Am.A... y , t 3 9 1 1,).1.1.1= 'ittl*4. AL4.1._%142rç Tr it 1986 4ftmwm..mm.

400 FASHIONS OF THE AMERICAS A CONTEMMY Ann CULTURAL FASHIONSHOW raumEn BY A SOCIAL HOUR WITH ETPNIC FOODS AND rUSIC.

JUNE 7 630 P.M. MILLER CONCERTHALL IN WSU'S DUERKSEN PM ARTS CENTER

A SCHOLARSHIP FUNDRAISERTO BENEFIT

THE HISPANIC WOMEN'S NETWORK

& WSIPS OPERATION SUCCESS $7.50 PER PERSONINCLUDES FASHION SHOW, FOOD AND ENTER-

TAINVErr. (TICKETS WILL BE $8.50 AT THE DOOR).

FEATURING: THE WICHITA WINGS & MN'S BETH SNYDER

TICKETS AVAILABLE FROM 1/4. ,.....s. krAt4-;.... HISPANIC WOMEN'S NETWORK MEMBER', AP NOMMOM TRICHO PLACE AND TIME TO GET DRESSED TN CLIFTON SOUARE

RICO'S tamOr.:io - - CALL 689-3715 FOR MORE INFORMATION ./...... "" "'"' The Hispanic Women's Network and Operation Success of The Wichita State University welcome you to the "1986 Fashions of Americas" scholarship fundraising event. The purpose of this fashion show is two-fold:

1. To raise lunds for both organizations to award college scholarships to minority and/ or disadvantaged students in the Wichita community.

2. To promote an appreciation and understanding of the cultural diversity in the Wichita community.

The Hispanic Women's Network is a community organization composed of women representing every country and culture of the Americas. The main purpose of the group is to further cultural awareness and to support 0 continued education. 4:1%

We thank yGu for your interest in this event. Sit back and enjoy the fashions, ethnic and contemporary, and the music. Then join us in the foyer immediately following the show for ethnic food, music, and soft drinks.

Estela Martinez Deema de Silva .....Z.-: j-i- 4-4.'4:7211..i4.-/ President Director Hispanic Women's Network Operation Success 4IV- :."1-e # s ,...1._cll.....) 0,:trikett.'.4,4,-cw- June 7, 1986 44 Miller Concert Hall The Wichita State University L...._...... ,.

U ..... --- I, 1 1 (1 ./..' .... 0 J. i al 0-

V:11411 ,....41040 I 10 Il=f1=E:=110 10 WELCOME AND INTRODUCTION: Ms. Rosario Weston EMCEE: Ms. Beth Snyder INTERMISSION: continued ESPARA: Mr. & Mrs. Knuckey, Lisa & Mike Sevilla Felix Ruiz, Israel, Barrios, Jennifer & Tania Logue, Aragon Puerto Rican Song: Mr. Logue, Panplona Benjamin Munevar Ms. Chris Culp, contemporary Chilean Cueca: Meta Santander & Greg Hamersky U.S.A.: Sharon, Tara, Misty, & Jessica Hoffman, prairie ( 5 minutes intermission) Ms. Beth Shaw, Native American ****** ***** *** Ms. Heather Bruce, contemporary

MEXICO: Maria & Cortney Arredondo VENEZUELA: Ms. Alicia Soto Ms. Rosa Rodriguez, Veractuz Ms. Sherridyn Myers, contemporary Ms. Cy.ithia Saragoza, contemporary COLOMBIA: CUBA: Ms. Freddie Wilson Alcides Velez & Maria Teresa Lozano Ms. Tracy Thompson, contemporary ECUADOR: M. Rosa A. Molina PUERTO RICO: Ms. Hilly Martinez, Jibara Ms. Priscilla RoSs, contemporary Ms. Christina Agost M. Felix Ruiz, Jibara PERU: Ms. Roxana Foote, Particia Astoguica, Inca Ms. Carmen L. Emmart, contemporary Salina Boys, Roger Espinoza, Inca Ms. Carmen Diaz, contemporary GUATEMALA: Ms. Ivon Aboujamos Ms. Shellie Krug, contemporary o BOLIVIA: Ms. Judith Procter, Mirco Procter ...4 EL SALVADOR: Ms. Margarita Miranda Ms. Sandra Jasso, contemporary Ms. Roxana Truijillo, contemporary ARGENTINA: Ms. Ivette Tacker Bestos, Paisano NICARAGUA: Ms. Aticeli Gardner Ms. Carmen Diaz, contemporary Mr. Gabriel Mirave, Paisano Ms. Patricia Mirave, Paisano COSTA RICA: Ms. Eunice Myers Ms. Norma Mirave, contemporary Ms. Stephanie Myers, contemporary PANAMA: M. Maria Dennis CHILE: Ms. Mirta SantaAder, Huasos Mr. Greg Hamersky, Huasos Ms. Itza Carreino, contemporary Ms. Priscilla Ross, contemporary ************** INTERMISSION: SONG & DANCE RECITAL THANK YOU'S AND ANNOUNCEMENTS. (5 minutes intermission) All models ana participants. Native American Dance--Mr. Shaw, coach GRAND FINALE:

Mexican Dance--Ms. Vinginia Sumaya, coach SOCIAL HOURS: Foyer U.S.A. Modern Dance--Ms. Celia Chin, coach Espafta Sevillan DanceCarmen and Mike Knuckey 122 121 This event would not have been possible without the generous support of the following:

TRICHO PLACE of Clifton Square for Hair & Make-up SPONSORED BY: Becky Gerstner, Owner and Stylist Madelyn Bosley, Stylist TIC: HISPANIC WOMEN'S NETWORK Michael Clevenger, Stylist Graham Ross, stylist Estela Martinez, President Pam Yancy, Stylist Martha Sanchez, Vice-President Virgen Martinez, Second Vice-President TIME TO GET DRESSED of Clifton Square for Fashions E. Lara Lehman, Secretary Andrea Konecny, Owner Rosario Weston, Treasurer Maria Arredondo THE WICHITA WINGS for making Player Appearance Maria Balderas Norman Piper, Public Relations Manager Martha Bruce Zscortc: Norman Piper, Gorge Espinoza, Irene Edgar Terry Rowe and Jim Lyndsay Carmen L. Emmert Mary Hernandez SILK SCAPES for providing the decor M. Angeles M. Martinez Art Small, Owner Margarita Miranda Rosa A. Molina o The Coca-Cola Bottling Co. for the refreshments Mary Navarro Clyde Luff, Sales Manager Maria Nieves Logue Monica Quintana KSN Channel 3, Beth Snyder Evelyn Ruiz Virginia Sumaya Phillip Padilla, Recording Music Director Regina Vorwald

Robert Barrientos, Stage Manager and Director OPERATION SUCCESS OF THE WICHITA STATE UNIVERSITY

Wilson Molina, Social Hour Entertainment Deema de Silva, Director Lee Starkel, Assistant Director UPWARD BOWE:, The Wichita State University Larry Ramos, Program Counselor Deltha Q. Colvin, Director Becky Leon, Counselor 1986 FASHIONS OF AMERICAS PLANNING COMMITTEE Members: Glenda Rocco, Linda Rocco, Rosie Flores, Vanessa Murillo, Duane Bosley, Committee Chairman: Rosario Weston Valerie Black, Rosa Reinoza, Maxgaret Fashion Coordinator: Evelyn Ruiz Ramires, Anne Rhone, Kevin Frost, Antonette Social HoLr Head: Rosa A. Molina Owens, Dwight Bradford, Donna Baker, Program and Special Assistance: Lara Lehman Lacheryl Mclexoy, Mary Hidalgo, Phuoc Thai Operation Success Liaison/Committee Head: Lee Starkil2 Program Assistant: Jeanne Lehman SPECIAL THANKS TO OTHER GENEROUS SPECIAL THANKS TO OTHER GENEROUS CONMIBUTORS: CONTRIBUTORS: Pizza Hut, Inc. St. Paul's United Methodist Church The Dillon's Food Company Martha Sanchez Hispanic Ministries of the United Urban Martin Holler, Urban Ministry Ministries Rev. Charles Chipman El Mexico Cafe Connie's Mexican Cafe Foochee McDonalds Felipe's Restaurant Felipe Jr. Restaurant Chico's Restaurant Dillon's, Derby La Familia Restaurant Safeway, Derby La Palma Restaurant 1.G.A., Derby Safeway Store, #706, ;150 N. Broadway Dillon's, Eastgate Rosa's Cafe Morrow Retail Liquor Rumples Drug Store ********************************************* Amidon Food Barn Spears, Derby MEXICAN DANCE PERFORMERS, El Jarabe Tapatio. La Chinita Restaurant The Emporium Virginia Sumaya and Grace Juarez, Leaders Ms. Patty Yoon Juan Saenz Mr. Bill Andrews Alberto Del Rio Ms. Cindy Mines Yolanda Jaquez Mr. & Mrs. Cirillo Acosta Marianela Salaicez Mr. & Mrs. Muniz, Jr. Mr. & Mrs. Garcia, T.G.&Y., Derby SOCIAL HOUR ENTERTAINER Dr. & Mrs. Raul E. Brito Skaggs Alpha Beta Lalo Zunega, Guitarist Mr. & Mrs. Earnest Lehman Dr. & Mrs. Alfonso Mrs. Audrey Morales Ms. Kelli De Buhr Balloon Adventure Lewin's Body Design by Constelo Rico's Salon Tonia and Doy, Make-up Hair by Celia, loyce, Marty, & Doy 125 128 YEARLY TIME TABLE

The yearly time table for the management of all components are outlined in the table below.The chart offers an overall view of tne major ser-

vices and activities during the year which are numbered on the left-hand side.The year is divided into three semesters as seen in the top headings.

The "Time Line" with arrowheads, show the numbered activity that will take place or services offered during each month.

TIME TABLE

Spring Semester Summer Semester Fall Semester

1. Tutor Training and Orientation 2. Needs Assessment Survey 3. Administer Learning Style Inventory 4. Advising and Student Enrollment 5. Bookloan service and typewriter usage 6. Fundraising Activities 7. Study Skills Workshops 8. Career Planning Workshop$ 9. Educational and Cultural Enrichment Activities 10. Counseling and Referrals for Program Students 11. Counselor-Student Monthly Meetings PIM 12. Mid-semester Conferences and Tutor Evaluation .. 13. Contact with Community and Other TRIO Programs 14. 81-Weekly Staff Meetings PG= 15. Weekly Tutor Training Sessions 16. Program Newsletter 17. Announcements and Awarding of Scholarships 18. Program Evaluations 19. Statistical Compilation and Evaluation 20. Community Awareness of the Program V 21. Tutor Awards and Community Recognition Banquet 22. Graduates and Scholars Reception 10 )23. Tutor Hiring 4' 124. Tutorial Services 11111112 (:RESEARCH AND EVALUATION COMPONENT

Documentation of statie'tca1 and Student Demographical data Daily, Monthly, Semester and annual basis

Graphical Illustrations of the collected data

Weekly monitoring of student enrollment tutoring and connseling

Writing of case stud:es and Student Profiles j

Publishing of Program Overview and Performance Report

Preparation of statistics for Performance Report to Department of Education of SSDS Project Performance Outcomes

Analysis and discussion of results to formulate strategies for improvement in all three components of the program 1 to best serve the disadvantaged student

Analysis of grades received by students, and student withdrawal

Analysis of program evaluation, Tutor-evaluation and Student-evaluation for progress reports

Implement Effective Strategies to best serve the disadvantaged student at The Wichita State Unviersity

FLOWCHART FOR RESEARCH AND EVALUATION COMPONENT iii 129 RESEARCH AND EVALUATION COMPONENT

The goal of the evaluation plan for Operation Success is to obtain valid and reliable feedback on a daily, weekly, monthly, and semester basis and to maintain effective strategies to best serve the disadvantaged student. A variety of evaluation instruments have been developed to obtain this data. Much of the evaluation process assesses services to students and the adequacy of those services.

All evaluations are conducted by the Research and Evaluation

Component. The data is collected through program-developed forms.The data is then reviewed by the staff and the effectiveness of different strategies is evaluated. If necessary, new strategies are developed for implementation the following semester.

Evaluation Plan for the Tutorial Component

During the semester, a file is maintained on each participating student. The file contains the following information; enrollment card, eligibility criteria, information pertaining to income level when applicable, needs survey, and class scht:Idule. Cumulative information is maintained on student-tutor sheets with descriptions of peer counseling and grades.

A needs survey is administered to each student when they enroll in the program. The needs z,rvey enables each student to indicate their perceived academic and personal needs and receive individual assistance in the areas requested. The sur-ey is '-hen used to provide information and counseling to students in areas they need.

A program contract is also signed by the student upon enrolling. The first part of the contract asks the student to commit himself/herself to meeting with the Program Counselor at least once a month and attending one academic workshop during the semester.

1130 The second part of the contract outlines the responsibilities of the student and Tutor-Advisor and is completed at the initial tutor meeting.

Those students who request and receive a Tutor-Advisoi are monitored on a continuot:s basis by their Tutor-Advisor. The Tutor-Advisor uses a weekly tracking sheet to indicate all tutoring sessions. At mid-semester,

Student-Tutor-Counselor conferences are held. The Counselors see every tutored student to record their academic progress and to pro/ide appropriate counseling as to that progress.At mid-semester Student-Tutor-Counselor conferences tutored students complete evaluation forms on their tutors.

At the weekly tutorial meetings held every Friday afternoon, Counse- lors will encourage Tutor-Advisors to identify behaviors that enhance or inhibit learning. Informal observations are helpful techniques to diagnose problems that may be inhibiting the student's education and usually experienced Tutor-Advisors will provide peer counseling for a troubled student during the tutorial session.

Present and past program participants are monitored throughout the semester by a variety of methods. During the middle of the semester, a list of all program participants who have a mid-semester down-slip will be obtained from the Ragistrar$s office:nd used to counsel students during mid-semester conferences. Finally, grade slips will be obtained at the end of the semester from the Registrar's office, and will be recorded in order to assess individual progress as well as cumulative progress achieved by the program participants. Files of all past program participants will be stored until they graduate. Files on students who have been served by the program and who are still enrolled at the university, but are not currently using the services of the program, will also be maintained. The Registrar will be requested to send names of flagged program participants at the time when a list of graduates is available. This will enable the program to

113 131 keep an overall record of all participants who have received program services, thus a tracking system to monitor student progress has been developed.

There are five basic phases in the continuous system of monitoring and evaluating participant academic performances and progress. The following list displays an overview of this evaluation. The evaluation instruments used during each phase are then discussed.

Phase 1

Enrollment criteria completed by student. Needs survey administered to student by counselor. New file opened or continued recording in previous file.

Phase 2

Assistance recorded, along with daily, weekly, and monthly figures of students by eligibility Criteria, grades to mid-term criteria, and end-of-semester evaluation.

Phase 3

Tutorial assistance provided. Student selects learning activities. Tutor-Advisor selects techniques of instruction, monitors students academic progress, cooperates with counselors to assist students in successfully completing course.

Phase 4

Evaluation on daily, weekly, and monthly basis. Continued recordkeeping of student statistical data, including analysis and statistizal breakdown to identify trends and areas of need.

Phase 5

Evaluation of effectiveness of tutorial services. Statistical records maintained. Statistical analysis narratiw provided with data.

In Phase 1, the student completes an Enrollment Card (page117) which is used by the Counselor to determine the enrollment eligibility of the student and record this information on the "Eligibility Criteria° form

(page 110. The Counselor then determines the needs of the student by

114 1 3 administering the Needs Survey (Page 119). At this time also, the top part of the "Program Contract" (page 121) is completed.

The actual assignment of tutorial assistance takes place in Phase 2.

The Counselor matches a Tutor-Advisor with the student according to the academic competency of the Tutor-Advisor and need area of the student. A

"Tutor Assignment" slip (page 123) is completed by the Counselor and given to the selected Tutor-Advisor. The "Tutor-Student Contract" (page 122) will then be signed by the student and the Tutor-Advisor initiating the tutorial assistance. The purpose of the contract is to affirm the agree- ments and responsibilities of both the Tutor-Advisor and the student.

The student now enters Phase 3 and receives tutorial assistance from the individual's assigned Tutor-Advisor. The Tutor-Advisor will record the name of the student, the date, the amount of time spent, what concept was covered during the tutorial session, and any progress observed on the

"Weekly Student Tracking Sheet" (page 124). A "Missed Appointment Slip"

(page 123) will be used to document tutorial sessions missed by the student.

The "pink slip" goes to the Counselor and then into the student's file to be used to counsel the student for better attendance.

There are three important objectives in Phase 4; the execution of these objectives fulfills the overall purpose of this phase. The main objectives will be to (1) select devices to observe student academic progress; (2) to provide feedback to students of methods for improvement in striving for a goal of academic excellence; (3) to counsel and encourage the student.

Finally, in Phase 5, the effectiveness of tutorial services provided to the student is evaluated. The following questions will be answered.

First, was the tutorial assistance provided effective and satisfactory?

The students, thus in turn, evaluate the Tutor-Advisors, through the "Tutor 115 133 Evaluation" form (page 125) giving their perception of the tutoring received.

This serves as an avenue through which staff members can realistically evaluate services. Second, was there improvement in the study skills of the student, did the GPA increase, and were all of the total program services and objectives met? To answer these questions, the student is requested to complete a "Program Survey" (page 126).

If a st.Adent indicates that they will not be reenrolling in the program, a program-developed "Student Withdrawal Report" is completed by the utu- dent (page 1213). This report is part of the exit interview process and is used to assess reasons for withdrawal from the program.

Other forms used by the Tutorial Component include the "Student Tutor-

Advisor Application" form (page 129) used when recruiting and hiring Tutor-

Advisors and the "Evaluation of Weekly Tutorial Staff Meetings" form

(page 130) completed after each Friday staffmmeting to evaluate the effectiveness of the on-going tutor training sessions. The Tutor-Advisors also complete the "Tutor Perception Survey" in order to gain information on the feelings and attitudk; of the Tutors at Operation Success (page 131).

Evaluation Plan for the Cultural Component

An evaluation form is also used by the Cultural Component. The

"Evaluation of Cultural Activity" form (page 134) is completed by students who go on the educational field trips sponsored by the program and by participants of cultural activities.

116 1 3 4 THE WICHITA STATE UNIVERS/TY OPERATION SUCCESS ENROLLMENT CARD SUMMER 1986 Name: SOC. Sec. # Age La t First Middle

Current Address: Apt. # City State Zip County of residence while in High School College Major Highest level of education achieved by Father by Mother Answer yes or no: U.S. Citizen Permanent Resident Status Member in the past of: Operation ,Juccess Project Discovery Upward Bound

ETHNIC BACKGROUND COLLEGE LEVEL ENROLLMENT CRITERIA FINANCIAL AID ANT. (check One only) Fresh. (1-30 Cr. Hrs.) Are you in any way Pell Grant Asian physically disabled? SEOG Soph. (3C-60 Cr. Hrs.) NDSL Black Yes No Jr. (60-90 cr. Hrs.) Academic If neither of your Incentive Hispanic Sr. :90+ Cr. Hrs.) parents have gra- College Work Graduate duated from a four Study Native Am. year college, you BIA (Am. Indian) .1Im --- GENDER are, then, a first Academic Sch. Caucasian generation student. Athletic Sch. Male M.111N Are you a first Fed. Insur. generation student? Loan Female .1Im Do you have a Other Yes No diagnosed learning disability? PLEASE FILL OUT THE BACK OF THIS CARD TOO! Yes No ,1,1w N71Z: lair=TATXWMI A FROWN iaa 10crtaamsENROLLMENT

Reason for requeat of Operation Success services

, authorize Operation Success to ha.e access to my

411 school records for program purposes. It is my understanding that All sw:h records will te held

strictly confidential.

Do you need tutoring services? Yes No

411 Name of Course for which you need tutoring:

Home Phone Number Work Phone Number Area Co:U Numicer Area 0:de Nadmx

Best times to reach you at home:

Days and times to reach you at work:

YOU MUST RE-ENROLL AT OPERATION SUCCESS AT THE BEGINNINC OF EACH SEMESTER!

FOR OFFICE USE ONLY

Date Enrolled by

Tutor Assigned Course to he tutored 135 117 Special Services Program

Semester:

Student's Name:

Last First

Social Security Number:

Categories are:

Low Income

First Generation College Student

Physically Disabled

Total Family Income

Comments:

Program Counselor Date Completed

Wichita Slate Umversoty Campus Box 61 Room 309 Grace Wilkie Hall, WOO. Kansas 67208 Telephone (316) 689-3715. 689-3716

118 136 NEEDS SURVEY

1. Educational Programming and Planning Further discussioa needed?

Have you selected a major? YES NO YES NO Are you knowledgeable about the following items which pertain to your academic progress at WSU?

Dean's Honor Roll YES NO VES NO

Graduating with honors YES NO YES NO Probation YES NO YES NO

Academic Dismissal YES NO YES NO

Graduation requirements for your major YES NO YES NO Do you plan courses on a yearly basis? YES NO YES NO

Have you projected your credit hours? YES NO YES NO Are you aware of your GPA? YES NO YES NO Have you made a tentative timeline to graduation? YES NO YES NO Do you maintain contact with your academic advisor? YES NO YES NO Do you have a copy of your transcript? YES NO YES NO Are you familiar with a degree check at the completion of 75 hours? YES NO YES NO

2. Career and Life Planning Further discuEsion needed?

Have you made a tentative career choice? YES NO YES NO Will your career choice meet your financial needs? YES NO YES NO Have you considered geographical preference? YES NO YES NO Will the career choice meet your cultural, social, and recreation- al needs? YES NO YES NO Have you had any career exploration counseling? YES NO YES NO

Have you taken the Strong-Campbell? YES NO YES NO IMI

The Wichita State University (continued on back)

119 137 page 2

3. Campus Services Further discussion needed?

Are you familiar with the Career Placement Office on campus? YES NO YES NO Are you familiar with the Reading and Study Skills Center? YES NO YES NO Are you aware of the Personal Development courses to improve reading and other study skills? YES NO YES NO Are you familiar with the Counseling Center? YES NO YES NO Are you familiar with the LAE Writing Lab YES NO YES NO Are you familiar with the Math Lab? YES NO YES NO Are you familiar with the Financial Aids Office and their p. icedures? YES NO YES NO

4. Academic Skill Development

Wrtich of the following study skills do you feel you need to improv Notetaking Stress Management Math Skill- Exam Skills Time Management Motivation Reading Skills Concentration Camnication Skills 0.1 Writing Skills Commitment Study Environment

S. Personal-Social Development

Listed below are a numbe: of areas in your life which influence your studies and your work as a college student. Operation Success wants to raise your awareness of your own self and your interpersonal relations. We as Counselors want to assist yo:- with any concerns. Further discussion needed? Insurance YES NO Part-time work YES NO Day Care YES NO Budgeting Skills YES NO Housing facilities YES NO Transportation YES NO Family relationships: Parents YES NO Spouse YES NO Children YES NO Siblings YES NO Interpersonal nelationships: Friends YES NO Dating YES NO Roommate YES NO Nutrition needs YES NO Exercise YES NO Drugs or alcohol abuse 138 YES NO 120 STUDENT-PROGRAM CONTRACT

Program Counselor Semester Student

Tutor Course

I. The Student agrees to meet with the Program Counselor at least once a nonth for discussion en the Student's academic performance. It is advisable to make appointments in advance.

II. The Student agrees to attend at least one academic workshop (test taking> math success, note taking, etc.) during the semester to develop positive study skills. If the Student cannot attend any of scheduled workshops, an alternate time will be set up for the Student by the Program Counselor.

III. The Student agrees to contact the Program Counselor if s/he drops the tutored class or decides to stop meeting with the tutor.

IV. The Student agrees to contact the Program Counselor if s/he have problems with his or her tutor and/or cannot contact the tutor.

V. The Student and Tutor understand that signing for more hours than actually tutored, would resllt in the dismissal of both from the program.

VI. The Student agrees to check the "Student Message Beare" each time s/he is in the Operation Success office.

VII. The Student agrees to evaluate the tutor and the program as requested by the Program Counselor.

Date Student Signature

121 139 TUTOR -S C

I. The Tutor and Student agree to meet at least once a week. A. If unable to attend, the Tutor and Student shall contact each other at least hours in advance in order to be excused.A call can be made to the place of residence or work and a message can be left at the Program Office.

LI. The Tutor and Student agree to miss no more than 3 unexcused sessions per semester. Discretion will be used on the amount of excused absences accumulated. In the event of an unexcused absence, "Missed Appointment Slips" will be provided to the Program Counselor by the tutor-advisor. After 3 unexcused absences by the studeet, the Program Counselors will determine if the student should be terminated from tutoring assistance.

III. The Tutor and S "dent agree to be prepared 11141 be on time for all sessions. A. The Tutor shall be attentive and knowledgeable concerning the content and progress of the course. B. The Student shall read, review and identify the problem aseas needing clarification. C. The Tutor and Student shall wait 15 minutes before counting the session as being an unexcused 'essence for the late party.

IV. The Student agrees to provide his or her tutor with a copy of the course syllabus or a schedule of exams, assignments, etc. that are required in the tutored course in order to assist the Tutor in preparation for tutoring sessions.

V. The Tutor agrees to post messages to the student on the "Student Message Board."

VI. The Tutor and Student agree to meet at the following limes during the week:

1-VrWr Tuesday Wednesday Thursday Friday Saturday Sunday Chanjes are permissible but must be agreed upon.

VII. The Student and Tutor understand that signing for more hours than those actually tutored, would resnit in the dismissal of both from the program.

VIII. The Tutor and Student ayree to meet for tutoring on campus unless special arrangements are made.

IX. The Tutor and Student agree that a violation of any part of this contract could result in the termination of this agreement.

Tutor-Advisor Student SPECIAL SERVICES PROGRAM

WICHITA STATE UNIVERSITY

TUTOR ASSIGNMENT

Name

some Phone

Work Phene

41/ Best time to call

Course

Date Requested

COMMENTS: a

If you have ary questions, see your Program Counselor a

SPECIAL SERVICES PROGRAM

WICHITA STATE UNIVERSITY a

MISSED-APPOINTMENT SLIP

Date:

Time:

Excused: Unexcused:

EXPLANATION: a a

Student-

Tutor: a 1 41 One copy is given to the student,and one 123 to your program counselor. Weekly Contact Sheet

Tutor Week # Student

Session Any grade Student Date Time Hrs. Concept Covered Number received Signature

t*du weekly Contact Sheet SegGS 44- la Tutor week # Student

_ 1 Session Any grade Student Date Time Hrs. Concept Covered Number received Signature

2 ,

Weekly Contact Sheet

Tutor week # Student , Session Any grade Student Date Time His. Concept covered Number received Signature

124 142 TUTOR EVALUATION

Semester :

Tutor'S Name:

Number of EvaluationS returned:

Courses tutored (e.g. Math 109):

My assigned tutor is... LOW 1 2 3 4 5 HIGH

1. friendly 2. interested in my work 3. courteous 4. patient 5. astallym time fcacthe tutoring semaons 6. )moW14446:1ble in the subject area 7. usually available 8. dependable 9. encouraging 10. easy to work with 11. using tutoring time well 12 explaining the material well 13. of help in improving rof study habits 14. a good listener

15. Hi-w well did you prepare for the sessions to obtain the maximum benefit of your tutor?

1) very poorly 4) well 2) poorly 5) very well 111 3) fairly

16. How well does ha/she tutor?

4) vell 1) terribly 111..11 2) poorly 5) excellently 3) fair

17. Are you satisfied with your tutor?

1) Yes 2) Ho

18. For this course, would you accept the tutor again? 1) Yes . 2) Ho "

Comments:

125 14:1 Special Services Program

WICHITA STATE UNIVERSITY SPECIAL SERVICES PROGRAM OPERATION AJCCESS - PROGRAM SURVEY

Name

The following is a survey of OPERATION SUCCESS in which you participated this past semester. The items which follow will be used to assess the program in order to make it more effective. Please answer all of the questions as accurately as possible.

PART I

The answers in this section apply to this past semester; please mark the appropriate answers.

As a result of participation in this Program, I have:

I. Increased my awareness of my academic strengths and weaknesses. 1 2 3 4 5

2. I got to know about financial services/ obtained information on scholarships. 1 2 3 4 5

3. Become more confident about my educational goals. 1 2 3 4 5

4. Become more aware of my abilities and how they relate to my career plans. 1 2 3 4 5

5. Increased my awareness of university services. 1 2 3 4 5

6. /ncreased my awareness of self in general. 2 3 4

Wichita State University. Campus Box 81. Room 309 Grace Wilkie Hall. Wichita. Kansas 87208 Telephone (316) 689-3715, 689-3716 AMMMIMMMM 16 144 PART I Coned. Page 2

A A

7. Asserted myself to a greater extent than before. 1 2 3 4 5

8. Improved my ability to express myself. 1 2 3 4 5

9. Began or cont3nued to develop a set of personal values to guide my life. 1 2 3 4 5

10. Increased my awareness of other people (races, cultures, etc.) 1 2 3 4 5

11. Become more comfortable about continuing my education. 1 2 3 4 5

12. Have met new people and have a feeling of belonging. 1 2 3 4 5

13. Received assistance through: They were beneficial to me

1. Tutoring Services YeS No

2. Typewriter services Yes No

3. Book loan services Yes No

4. Workshops Yes No

PART II

1. What, in your opinion, was the most beneficial part of OPERATION SUCCESS?

How was this helpful to you?

2. What would you change about the program?

3. Will you enroll in the program next semester?

4. What are your plans for next semester? Comments: 145

127 1"r---. de:0/

Special Services Program

SPECIAL SERVICES PROGRAM, WICHITA STATE UNIVERSITY

OPERATION SUCCESS

STUDENT WITHDRAWAL REPORT

Reason for Withdrawal from Program: (Check one or more)

1. Satisfactory Academic Progress (Program Services no longer needed)

2. Transferrtd to another College or University

3. Graduated

4. Financial Problems

5. Personal Problems

6. Health Problems

7. Employment Problems

8. Academic Dismissal

9. Administrative Dismissal

10. Continued Participation 0nprofitable

11. Failing School

12. Leaving School

13. No StueTime

14. Didn't LiKe Tator

15. Reason Withheld

16. Other

Wichita State Umversity Campus Box 81. Room 309 Grace Wilkie 1.14. toocteita. Kansas 67208. Telephone. (316) 688.3715. 689-3716 4mor 121146 OPERATION SUCCESS STUDENT TUTOR/ADVISOR APPLICATION

Name S.S. $ Phone 0 Address City State Z2.p Birthdate U.S. Citizen Veteran

Educational /nformation Class Ma)or Overall GPA No. of hrs, this semester Pro)ected hrs. next semester Graduation date Other WSU Employment Office or Department

Professional Development and Honors (Campus and Community) List of honors or awards received this year

List of activities and/or organizations you are Involved In

Tutoring How long have you tutored with Operation Success? (Number of semesters) [ Do you tutor for any other office or derArtment? [ 1 Yes j No. If Yes, please list How many hours do you want to tutor next semester? Please check the areas which you feel qualifted as a tutor. Art History Logopedics Biology Social Work Business Admin. .Computer Sc. Economics _Accounting _Business Ed. Statistics _Engin. Cora _Anthropology Chemistry Which _AE _IE ._hmerican Studies _Foreign Language Minority St. _ME EE _Sociology Which Music _Geography Others Physics History .Geology Religion _Philosophy _Journalism Math Political Sci. English Instru. Ser. Psychology am.IM ..,11 _ Which of the previously checked cLasses would you feel most comfortabLe tutoring?

Other Employment List other campus employment List other outside employment

Miscellaneous

Are you eligible for work study? ( ) yes ( 1 UO What personal attributes do you think best qualifies you as a tutor?

I hereby authorize a block-out of my college transcript. Thls is to be used for evaluation purposes only and will be held tn the strIctest confidence.

Signature D.ne

1"147 SPECIAL ..ZRVICES PROGRAM - WICHITA STATE UNIVERSITY

Evaluation of Weekly Tutorial Stafflieetings

Speaker Date

Topic

Note: Circle the response that most closely shows your judgment.

1. This topic was a subject:

1 2 3 4 5 1 was not familiar I was familiar with with

2. This session was:

2 3 4 5 Uninteresting Interesting

3. This session increased my understanding of what tutoring involves:

2 3 4 5 Pot at All A great deal

4. This session increased my overall knowledge:

1 2 3 4 5 This session was uninformative Informative

5. This session il..:reased my skills for tutoring:

1 2 3 4 5 Not at All A great deal

6. The physical setting (room, lighting, etc.) was:

2 3 4 5 Poor Excellent

Comments:

'30

148 TUTOR PERCEPTION SURVEY

This questionnaire is desiqned to ,:ollect data on tne general feelings, opinions, and perceptions of Tutor-Advisors at Operation Success. Your honest answets would assist the program to offer some advantages that are more satisfying to you. You may check more than c'ne answer.

INITIAL ACCESS To OPERATION SUcci.sS -

I. why did you Inttially think o)oinIng Operation Soccess as a Tutor? a) Convenience of working on campus b) Advantage oC keeping In witch with academic material while tutoring c) Convenient way of earning some money d) Possibility of enhancing one's confidence e) Potential advantage of future 3ob opportunities f) Any other

EXPERIENCE AS A TUTOR-ADVISOR -

2. What have been your most satisfying experiences regarding your students? When relevant, plezse write a short description of your experience as a

7ES NO response to each question. a) To see a student of yours learn study skills

b) To see students get better grades

c) To experience seeing the growth of a student in comprehenstoh, concentration, and learning

d) To observe a student increase his/her interest in academic work as he/she experienced success in college work

e) I feel appreciation and a sense of positive accompl4shment when a student mentions that I assist him/her.

f) To have been able to offer some counseling as a peer or even act as a 'C' sounding board, to a student with a personal problem. Comment on how effective you felt you were in thts capactty.

131 149 :ES NO 3 In your own perception, what disaLpoil.tments have you exieriencod: a) To observe students who are not motivated to study

__ b) To have students not snow ur at the c9ntracted time, often without notice

__ c) To observe students who are not enthusiastic about academic achievement d) To observe students' inability to perceive the importance of ar..1- demic achievement in their future 3ob opportunities e) To observe students who want merely to obtain a "passing" or a "C" grade (comment on frequency or lack of it)

f) Any others

4. As a Tutor-Advisor, you may have experienced some personal growth and YES NO development. Comment on the following:

a)I feel that I have more confidence in dealing with people, having seen that I have strenciths that can influence growth in my students.

b)I feel that I have developed/enhanced leadership qualities during my time as a Tutor-Advisor.

c)I feel that I gain inner satisfaction from being able to assist others who have not had the same advantages I have had so far In life, and that I may have been instrumental in enhancing their academic work.

d) Looking back at the tutorial process, my contributions to the program have been of a positive nature (Pleasv enumerate).

e)I feel that my contributions are worth more than I am pair; for.

TRAINING TO BE A TUTOR-ADVISOR

S. The Training Program a) The initial training I received when I entered the program as 3 Tutor-Advisor w4s: adequate Inadequate Comments:

132 150 b) As time progressed, I learned the process k.4 tutoring: from other experienced tutors. from asking questions of the Counselors. 4 from brief orientations or conversations with Counselors. from observations of the experienced tutors. at the reekly rriday meetings. Other

6. The weekly meetings were targeted to not only enhance the tutor's role in the job capacity but also to enhance the personal growth of the tutors. With this in mind answer the following: YES NO a)I would have preferred more speakers who gave me insight into "How to be an Effective Tutor." b) In addition to the above, "How to be an Effective Peer Counselor." c) The weekly meetings had featured speakers that enhanced my perspective on: W.S.U. instructors, some tips on how to be an effective tutor. some methodology of teaching (W.S.U. professors speak on their MOINI teaching methodologies). my overall awareness of campus activities (announcements by persons who were involved ia campus activities) campus services (health, dental). information useful to my future (i.e., resume writing).

7. Fringe Benefits The Program Director often raises funds in or.ler to provide some fringe benefits for the tutors. What are your perceptions of their 1LS NO benefits to you? a) It is nice to be remembered on my birthday and I have positive feelings when we have a cake, card, etc. Comments:

b)I feel a part of the program. The staff recognizes my serldices as valuable, and I receive positive remarks from our speakers. Comments:

c) In the process of assisting peers, my awareness of future goals has become wider, and being on the tutorial staff has enhanced My self-assurance and self-esteem. Comments: 133 151 SOM55500%

Special Services Program as 00=0, .imImmooll49 EVALUATION OF CULTURAL ACTIVITY

SPECIAL SERVICES PROGRAM

Please answer all questions relevant to the activity you've participated in.

NAME OF ACTIVITY:

1. Why did you attend this activity?

2. Which activity(s) did you find the most rewarding?

3. Which activity(s) did you find the least rewarding,

4. was the trip a worthwhile experience (:)r you?

5. Were the meetings to plan this activity productive?

6. How many did you attend prior to the trip?

7. During this activity, were the accommodations satisfactory?

6. Do you feel the money that was allocated was reasonable?

9. Was the scheduling and agenda satisfactory? Comment:

10. What suggestions do 1,:s11 have to improve a trip of this nature?

11. Should we continue to plan similar trips:

Yes No Reasons:

12. How did you benefit from your participation?

W,clita State University Cam Pus Pox 81. Room 309 Grace Wilkie Hail. Wichita, Kansas 67208 Telephone (316) 689-3715. 689371G

'152 PART III

DEMOGRAPHIC INFORMATIONAND RESEARCH

Summary of Students Program Survey Student Withdrawal Report Speaker Evaluations Tutor Perception Survey

153 SUMMARY - FALL 1985

One hundred and nineteen students enrolled during the Fall 1985 semester. Forty-three students (36.1%) enrolled during the first week and

57 students (47.9%) had enrolled by the end of the second week. By the

end of the fifth week, 91 students (76.5%) had enrolled, and enrollment

was completed by the end of the ninth week.

Fifty-six students (47.1%) were enrolled as low income/first genera-

tion students while 49 students (41.2%) students were enrolled as fir:A generation students only. Ten students (8.4%) fell into the category of

low income only and 2 students (1.7%) were first generation/physically handicapped. One student (0.8%) fell into each of the following two categories: low income/physically handicapped and low income/first generation/physically handicapped.

Sixty-eight students (57.1%) were first time enrollees in the program and 51 students (42.9%) had been past enrollees.

The majority of students were Freshmen and Juniors.There were 49

Freshmen (41.2%) and 30 Juniors (25.2%). There were 19 Sophomores (16.0%) and 19 Seniors (16.0%). There were also 2 Graduate students (1.6%).

Of the 119 students served, there were 47 White students (39.5%) and

45 Black students (37.8%). Thirteen students (10.9%) were Hispanic and

10 students (8.4%) were Asian. There were also 4 Native American students

(3.4%).

One hundred and two students were tutored. Of these tutored students,

there were 44 Freshmea (43.1%), 28 Juniors (27.5%) and 17 Sophomores

(16./%). Twelve students (11.8%) were Seniors and 1 student (1.0%) was a

.3raduate.

135 Forty-one studentr (40.2%) of the tutored students were Black and 40 students (39.2%) were White. There were 10 Asian students (9.8%), 8

Hispanic students (7.8%), and 3 Native American students (3.0%).

The tutorial st.Iff for the Fall 1985 semester consisted of 17 students.

These included 7 Graduata students (41.2%), 4 Juniors (23.5%), 3 Seniors

(17.6%), 2 Snphomores (11.8%) and 1 Freshman (5.9%).

There were 9 White tutors (52.3%) and 7 Asian tutors (41.2%).One tutor (5.9%) was Black.

A total of 456 credit hours of courses were tutored in the Fall 1985 semester. Courses tutored included: Accounting, Biology, Chemistry,

Computer Science, Economics, Engineering, Englisn, French, Mathematics,

Nursing, Physics, Spanish, and Statistics.Mathematics courses made up

207 hours of the tutored courses.

Graphs and tables depicting these statistics are included on the following pages.

136 155 lor4S.11=74 WEEKLY fa";T1_JDE1AT EIAROLA_ME1AT

119 119 119 119 119 119

106 109 AO 100 91 14gis:7:

:E: 1

c-J

4 '3 \ \14 14 3 10 10 9 6 00 3 0 0 0 0 0 s.71_ 0 00

1 2 4 5 6 7 8 9 10 11 12 13 14 WEEKLY ENROLLMENT --- CUMULATIVE ENROLLMENT ----

FALL 1985

WEEKLY STUDENT ENROLLMENT

I No. of No. of Percentage Cumulative Cumulative Weeks Students of Total Total Percentage

1 43 36.1 43 36.1 2 14 11.8 57 47.9 3 14 11.8 71 59.7 4 10 8.4 el 68.1 5 10 8.4 91 76.5 6 9 7.6 100 84.1 7 6 5.0 106 89.1 8 3 2.5 109 91.6 9 10 8.4 119 100.0 10 0 0.0 119 100.0 11 0 0.0 119 100.0 12 o 0.0 119 100.0 13 o 0.0 119 100.0 14 0 0.0 119 100.0

137 1561 F Fi L_ L._ 1 f.:=A :17.5 f7.: T LP II E I- 4 T EEAL_ 1 0 I 3E: 1. L- I -T" e CIR I lr a IR I tmmi .BRani

1 1 .9

LI L I & FO FO $4 PH L I I. L I TOTAL ONLY FO ONLY PH ONLY PH FO Y, PH

LI = LOW INCOME FG = FIRST GENERATION PH = PHYSICALLY HANDICAPPED

STUDENT ELIGIBILITY CRITERIA BREAKDOWN - FALL 1985

Eligibility Criteria Number of Students Percentage

r-- Low Income Only 10 8.4

Low /ncome and First 56 47.1 Generatio-.

First Generation Only 49 41.2

First Generation and 2 1.7 Physically Handicapped

Physi,ally Handicapped Only 0 0.0

Low Income and Physically 1 0.8 Handicapped

Low Income, First Genera- 1 0.8 .tion and Physically Handl- capped

Total 119 100.0

138

157 FFILL IS-402, :-I-Utial--ITS EtAROLLI1-40 FOR TEFIRST TIPIE 119

4 .--l..1

...11 FIRST TIME NOT FIRST TYPE TOTAL

PALL 1985

STUDENTS ENROLLING AT OPERATION SUCCESS FOR THE eIRsT TIME

Number of Students Percentage

First Time 66 57.1

Not First Time 51 42.9

Total 119 100.0

139 158 ; 4.:1 err

1 1.. C.- LP's*: CFI T t :

'01

-1_

I ,

4 54

FRESHMAN SOPHOMOF:E JUNIOR SEt1I CRADUATE CC:HT ED TOTAL

FALL 1985

ACADEMIC YEAR CLASSIFICATION OF OF STUDENTS

Male Male% Female Female % Total Total %

Freshman 15 12.6 34 28.6 49 41.2

Sophomore 5 4.2 14 11.8 19 16.0

Junior 14 11.8 16 13.4 30 25.2

Senior 4 3.4 15 12.6 19 16.0

Graduate 1 0.8 1 0.8 2 1.6

Continuing 0 0.0 0 0.0 0 0.0 Education

TOTAL 39 32.8 80 67.2 119 100.0

140

153 IE: T 111 I c_or .17 :2; TUDEN

1:2; 1E1 4 (i) MEOW 1111111 BLACK WHITE HISPAHIC HAT All ASIAN TOTAL

FALL 1985

ETHNIC COMPOSITION OF STUDENTS

Male Male% Female Female% Total Total %

Black 11 9.2 34 26.5 45 37.8

White 17 14.3 30 25.2 47 39.5

Hispanic 6 5.0 7 5.9 13 10.9

Native American 1 0.8 3 2.5 4 3.4 and Alaskan

Asian 4 3.4 6 5.0 10 8.4

Total 39 . 32.8 80 $7.2 119 100.0

141 FFILL zzi RCRLIEN I C YEFIR CLF-ISS F CRT I ON CI F.Et%TULIENTS

FRESHMAN SOPHOMORE JUN I OR SEN I OR ORADUhTE CONT ED TOTAL

FALL 1985

ACADEMIC YEAR CLASSIFICATION OF TUTORED STUDENTS

Male Male % Female Female % Total Total %

Freshman 12 11.8 2 31.4 44 43.1

Sophomore 5 4.9 12 11.8 17 16.7

Junior 12 11.8 16 15.7 28 27.5

Senior 4 3.9 8 7.8 12 11.8

Graduate 0 0.0 1 1.0 1 1.0

Continuing 0 0.0 0 0.0 0 0.0 Education

TOTAL 33 32.4 69 67.6 102 100.0

142 COMPO:E:-; ITION OF

ETHNIC COMPOSITION OF TUTORED STUDENTS PFILL 19::--Y-5 RCRDEIC YaRR CLFiSSIFICRTION 0 TUTORS

7 . .iii 11 0 6 FRESHMAN. SOPHOMORE JUNIOR S'ENIOR GRADUATE CONT ED TOTAL

ACADEMIC YEAR CLASSIFICATION OF TUTORS - FALL 1985

Male Male% Female Female % Total Total i

Freshman 1 5.9 0 0.0 1 5.9

Sophomore 0 0.0 2 11.8 2 11.8

Junior 3 17.6 1 5.9 4 23.5

Senior 3 17.6 0 0.0 3 17.6

Graduate 5 29.4 2 11.8 7 41.2

Continuing 0 0.0 0 0.0 0 0.0 Education

TOTAL 12 70.6 5 1.9.4 17 100.0

144 163 FPiLl..... E TH1-11.1.1 CONPrIS I T I ON OF TUTORF4

'76 71 17

WHITE H ISPAN IC: NAT AM AS IAN TOTAL

ETHNIC COMPOSITION OF TUTORS - FALL 1.985

Male Male t Female Female % Total Total t

Afro-Am./ 0 0.0 1 5.9 1 5.9 Black

White 5 29.4 4 23.5 9 52.9

Hispanic 0 0.0 0 0.0 0 0.0

Native Am. 0 0.0 0 0.0 0 0.0 & Alaskan

Asian 7 41.2 0 0.0 7 41.2

TOTAL 12 70.6 ar 29.4 17 100.0

145

164 I16 FALL 1985

CREDIT HOURS FOR WHICH TUTORIAL SERVICESWERE PROVIDED

Number of Number of Total Credit Courses Tutored Credit Hours Students Hours Tutored

Accounting 210 3 5 15 220 3 2 6 21

Aero- Engineering 327 2 1 2 333 3 1 3 T

Biology 105 4 1 4 120 4 1 4 203 5 3 15 225 3 2 6 29

9hemistry 103 5 1 5 111 5 4 20 112 5 2 10 35

Computer Science 105 3 1 3 140 3 1 3 201 3 1 3 216 3 2 6 300 3 1 3 420 3 1 3 21

Economics 101 3 1 3 201 3 2 6 231 4 1 4 13

English 011 3 4 12 101 3 3 9 102 3 2 6 210 3 1 3 315 3 1 3 33

French 111 5 1 5

146 165 CREDIT HOU1S FOR WHICH TUTORIAL SERTECES WEREPROVIDED

Number of Number of Total Credit Courses Tutored Credit Hour.; Students Hours Tutored Mathematics 011 5 6 30 021 3 1 3 109 5 16 80 111 3 4 12 112 5 3 15 123 3 2 6 144 3 2 6 242 5 3 15 243 5 4 20 331 3 1 3 344 3 2 6 501 5 1 5 550 3 1 3 651 3 1 3 207

Nursing

347 4 1 4

Physics 111 4 1 4 214 5 2 10 313 4 2 8 314 4 2 8 30 Spanish 111 5 7 35 112 5 2 10 210 5 1 5 50

Statistics 370 3 1 3

TOTAL CREDIT HOURS TUTORED 456

147 166 SUMMARY - SPRING 1986

One hundred and three students enrolled during the Spring 1986 semester bringing the enrollment for the Fall and Spring semesters to 222 students.

Sixty-four students (62.1%) e7irolled during the first week alone. By the end of the second week, 88 students (85.4%) had enrolled, and enrollment was completed by the end of the fifth week.

Fifty-three students (51.5%) were enrolled as low income/first generati)n students and 35 students (34.00 were first gereration students only. There were 8 students (7.8%) qualified as low income only and 4 students (3.9%) qualified as low income/first generation/physically handicapped. Two stLdents (1.9%) were first generation/phys_cally handicapped and 1 student (1.0%) was low income/physically handicapped.

Thirty-six students 05. were first time enrollees in the program and 67 students (55.0%) had been past members of the program

The students were ,..e:h6r eveniy divided into the four undergraduate academic classes. There were 29 Freshmll (2$.2%), 28 Juniors (27.2%), 24

Sophomores (23.3%), and 21 Seniors (20.410. There was also1 Graduate student (1.0%).

Black and White students raade up the largest part of enrollment.

There were 45 White stLdecys (43.7%) and 39 Black students (37.9%).There were also 11 Asian students (10.7%), 5 Hispanic students (4.9%), and 3

Native American students (2.9%).

Ninety-four students tn the Spring semester were tutored. These students included7 Juniors (28.7%), 24 Sophomores (25.5%), 23 Preshmen

(24.5%), and 19 Seniors (20.2%). There was also 1 Graduate student (1.1%) being tutored.

148 187 Of the tutored students, there were 40 white students (42.6%) and 36

Black students (38.3%). Ten students (10.6%) were Asians, 5 students

(5.3%) were Hispanics, and 3 students (3.2%) were Native Americans.

Fourteen students were hired as tutors in the Spring 1986 semester.

There 6 Gradua.te students (42.9%), 4 Seniors (28.6%), 2 Sophomores (14.3%), and 2 Juniors (14.3%).

The tutor3 in.*ded 9 Asian students (64.3%) and 5 white students

(35.7%).

A total of 416 credit hours of courses were t4tored during the Spring semester. Tutored courses included: Accountins. Art History, Biology,

Chemistry, Computer Science, Economics, Engineering, English, Finance,

French, Health Sciences, Management, Mathematics, Nursing, Physics,

Psychology, and Spanish. The largest number of courses were Mathematics courses with 151 credit hoirs.

149 168 :/r1:-: zA3L.:

I 1. 4... 1 T :. IT LA- lf:1711_1 ;-

- 1 -. 1 I: 1 Cr.? 1cr-: 1Ct -2 :

- $7.1

7' 0 On 0 n n 0 0 CI 11------16-.

1 4 9 11 12 1:: 1-1

WEEF LY ENROLLMENT - CUMULATIVE ENPOLLMENT

SPRING $986

WEEKLY STUOENT ENROLLMENT

INc. of No. of Percentage Cumulative Cumulative Weeks Students of Total Total Percentage

1 64 62.1 64 62.1 2 24 23.3 88 85.4 3 6 5.8 94 91.3 4 7 6.8 101 98.1 5 2 1.9 103 100.0 6 o 0.0 103 100.0 7 o 0.0 103 100.0 8 o 0.0 103 100.0 9 o 0.0 103 100.0

10 co 0.0 103 100.0 11 0 0.0 103 100.0 12 o 0.0 103 100.0 13 0 0.1 103 100.0 14 0 0.0 103 100.0

150

169 ; ::.lt d_. ; CL_ I 3.L: I._ T '1" CI F: ;. TER I n DF:E1 I : 1;.11..,u

-1 47

Ci 1 1110.111 . LI LI FC4 FO PH LI .4.4 LI. TOTAL ONLY FG" ONLY PH ONLY PH FC & Pil

LI= mcoNE FO rIpsT OENEPATION PH = PHYSICALLY HANDICAPPED

STUDENT ELIGIBILITY CRITERIA BREAKDOWN- SPRING 1986

Sligibility Criteria Number of Students Percentage .

I ILow Income Only 8 7.8 1 I Low Income and First 53 51.5 I Generation

I First Zeneration Only 35 34.0 ' First Generation and 2 Physically Handicapped 1-9

Physically Handicapped Only 0.0 Low Income and Physically 1 1.0 Handicapped

Low Income, First Genera- 4 3.9 tion and Physically Handi- calved

Total 103 100.0

151 1 70 `.::17*FR t :241 T I TI T Tit IL

.1. 0 I. -I

157- ilaillillIIMMIII1

; LIM". tir PIFST TIME TOT&

SPRING 1986

STUDENTS ENROLLING AT OPERATION SUCCESS FOR THE :IRST TIME

Number of Students Percentage

First Time 36 35.0

Not First Time 67 65,0

Total 103 100,C

152

171 04- 1.?

L,,I 1 I 1.1 '1' Ei r;-,: .".-1 EL, I I'

I 4

-7'4 "...=.---..--. ci:3.--.-'4 2 1

1 CI ...l-: ii on FFE:HMANSOPHOMORE JUNIOR SENIOR OPADUATE CON1 ED TOTAL

SPRING 1986

ACADEM:C YEAR CLASSIFICATION OF STUDENTS

male male % Female Female% Total Total %

Freshman 11 10.7 18 17.5 29 28.2

SoOlomore 7 6.8 17 16.5 24 23.3

Junior 12 11.7 16 15.5 28 27.2

Senior 6 7.8 13 12.6 21 20.4

Graduate 1 1.0 0 0.0 1 1.0

Continuing 0 0.0 0 0.0 0 0.0 # Educaticn

TOTAL 39 37.0 64 62.1 103 100.0

153 172 I 1 :t2 :::J*7- 4"

4 4 in... 3. III -- .1

I 0 C".

1 415

J. tt3 MINIM

HITE ;11L':41+11:: HAT Fol Fiti .11-rrrIL

ETHNIC COMPOSITION OF STUDENTS - SPIVYNG 1986

Male Male % Female Female % Total Total %

Black 8 7.8 31 30.1 39 37.9

White 24 23.3 21 20.4 45 43.7

Hispanic 3 2.9 2 1.9 5 4.9

Native American 1 1.0 2 1.9 3 2.9 and Alasx3n

Asian 3 2.9 8 7.8 11 10.7

Total 39 37.9 64 62.1 103 100.0

154 173 S P F: I I- 4 113 11-4 IRCFIDEI-1 I C YEFIR: CLA9SS IF I CFIT ION OF STUDENTE

, 27 24 1 1 1111 III milM111 1- FRESHMANSOPHOMORE JUNIOR SENIOR GRADUATE COM' ED TOTAL

SPRING 1986

ACADEMIC YEAR CLASSIFICATION OF TUTORED STUDENTS

Male Male % Female Female % Total Total %

Freshman 8 8.5 15 10.3 23 24.5

Sophomore 7 7.4 17 18.1 24 25.5

Junlor 11 11.7 16 17.0 27 28.7

Senlor 8 8.5 11 11.7 1 20.2

Graduate 1 1.1 0 0.0 1 1.1

Continulng 0 0.0 0 0.0 0 0.0 Educatlon

TOTAL 35 37.2 59 62.8 94 100.0

155

.174 SPR I NG 3 9E4177 ETHNIC COPOS I T I ON OF STLIDENT=-:

.744

4-0

10 3 1 BLACK WHITE HISPANIC NAT AM ASIAh TOTAL

SPRING 1986

ETI-DIC COMPOSITION OF TUTORED STUDENTS

Male Male % Female Female % Total Total %

Black 7 7.4 29 30.9 36 38.3

White 22 23.4 18 19.1 40 42.6

Hispanic 3 3.2 2 2.1 5 5.3

Native American i 1.1 2 2.1 3 3.2 and Alaskan

Asian 2 2.1 8 8.5 10 10.6

Total 35 37.2 59 62.8 94 100.0

156

175 SPRING 1:31:4-4 nCRDE:flIC YeRR CLFISSIFICRTION 0F TUTOR.:7;

1 4

FRESHMAN SOPHOMORE JUNIOR SENIOR ORADUATE COHT ED TOTAL

M IL YF Ai{l'.A$..) i l' I 4,.:X: i (X; kl TUTORS - SPRIM 1986

Ma) o MalC Fertate ..Ita )(i.411 Tcst.a

""..:1"'t". o 0.0 o 0.0 o o.o

.1.7, .re o 0.0 2 14.3 2 14.3

r 1 7.1 1 7.1 2 14.3

.-....-1 t 4 28.6 0 0.0 4 28.6

t :)...... a"..o 6 42.9 0 0.0 6 42.9

...:.r...:: 0 0.0 0 0.0 0 0.0 ...... e.....

U. 78.6 3 21.4 14 100.0

157 176 SPR I ii0 1 *--;ISIS TETHN C coriroSITI 01.-1 OP TUTORS::

BLACK WHITE HISPANIC NAT AM ASIAN TOTAL

ETHNIC COMPOSITION OF TUTORS - SPRING 1986

Male Male it Female Female% Total Total t

Black 0 0.0 0 0.0 0 0.0

White 2 14.3 3 21.4 5 35.7 I

Hispanic 0 0.0 0 0.0 0 0.0

Native American 0 0.0 0 0.0 0 0.0 and Alaskan

Asian 9 64.3 0 0.0 9 64.3

Total 11. 78.6 3 21.4 14 100.0

158 177 SPRING 1986

CREDIT HOURS FOR WHICH TUTORIALSERVICES WERE PROVIDED

Number of Number of Total Credit Courses Tutored Credit Hours Students Hours Tutored Accounting 210 3 4 12 220 3 4 12

Aeronautical Engineering 324 2 1 2

Art History

121 3 1 3

Biology 120 4 2 8 203 5 1 5 225 3 2 6 226 '3 3 9

2A1

Chem stry 101 3 2 6 103 5 2 10 111 5 1 5 r 112 3 15 531 D 1 5

Computer Science

140 3 1 3 340 3 3 9

Economics

201 3 1 3 202 3 1 3 231 4 3 12

Electrical Engineering 382 4 1 4

English 101 3 6 18 102 3 4 12 310 3 1 3 315 3 1 3

36 159 178 .0

CREDIT HOURS FOR WHICH TUTORIAL SERVICESWERE PROVIDED

Number of Number of Total Credit Courses Tutored Credit Hours Students_ Hours Tutored Finance 340 3 1 3

French 111 5 1 5 223 3 1 _3 a

Health Sciences 301 3 1 3

Management 101 3 1 3

Mathematics 011 5 3 15 109 5 10 50 111 3 3 9 112 5 2 10 123 3 1 3 144 3 5 15 242 5 3 15 243 5 2 10 344 3 4 12 550 3 3 9 752 3 1 3

151

Mechanical Engineering 398 3 1 3

Nursing 465 3 1 3 l)t-a 111 4 1 4 214 5 3 15 313 4 1 4 314 4 2 a

Psychology 111 3 1 3 Spanish 111 5 3 15 112 5 3 15 210 5 2 10 40 TOTAL CREDIT HOURS TUTORED 416 160 173 SUMMARY - SUMMER 1986

Forty-four students enrolled in the program in Summer 1986 bringing the

total for the 1985-1986 academic year to 266 students.

Twenty-three students (52.3%) enrolled during the first week alone-

Two students (4.5%) enrolled the following week and 13 students (29.5%)

during the third week. Enrollment was completed at the end of the fourth

week when 6 students (13.6%) enrolled.

Seventeen students (38.6%) were qualified under each of 1.4e following

categories: low income/first generation and first generation only. Six

students (13.6%) were eligible as low income only and one student was

qualified in each of the two categories: physically handicapped only and

low income, first generation, and physically handicappea.Two students

were members of Upward Bound, another TRIO program, and were not qualified

under any of the categories.

Twenty-two students (50.0%) were first time enrollees and the same

number had been past participants in the program.

The majority of students served by the program were Freshmen and

Seniors. There were 19 Freshmen students (43.2%) and 13 Senior students

(29.5%). Eight students (18.2%) were Sophomores and 4 students (9.1%) were

Juniors.

Twenty-four students (54.5%) out of the 44 stadents enrolled were

Black while 12 students (27.3%) were White. There were also 5 Hispanic

students (11.4%) and 3 Asian students (6.8%).

Thirty-six students who enrolled in the program requested tutorial

services. These included 16 Freshaen (44.4%), 11 Seniors (30.6%), 7

Sophomores (19.4%), and 2 Juniors (5.6%).

161

180 Of the tutored students, there were 19 Black students (52.8%), 12

White students (33.3%), 3 Asian students (8.3%) and 2 Hispanic students

(5.6%).

The tutoring staff for the Summer 1986 semester consisted of 10

students. There were 6 Graduate students (60.0%), 3 Seniors (30.0%) and 1

Junior (10.0%) working as tutors.

Five tutors (50.0%) were Asian and 4 tutors (40.0%) were White. There was also 1 Black tutor (10.0%).

A total of 144 credit h...urs of courses were tutored by the tutorial staff. Areas of tutoring included Biology, Chemistry, Computer Science,

Economics, Engineering, English, Mathematics, Personal Development,

Psychology, and Spanish. The largest demand was for Mathematics courses with 56 hours.

Graphs and tables depicting these statistics are included on the fo/lowing pages.

162

1 S1 1 1 t .... t.I1j -- I J

. 4, .vi 14

, _____4______41

4 a

4 4 4 6 4,

3 :1 a

I:711 0 j.1

-r

ENPOLLP:Ctir

SUMMER 1986

WEEKLY STUDENT ENROLLMENT

Nc. of No. of Percentage Cumulative Cumulative Weeks Students of Total Total Percentage

1 23 52.3 23 52.3 2 2 4.5 25 56.8 3 13 29.5 38 86.4 4 6 13.6 44 100.0 5 0 0.0 44 100.0 6 0 0.0 44 100.0 7 0 0.0 44 100.0 8 0 0.0 44 100.0

163

182 ?a, t 1 ; ' 1:J.r I

I 4 4. 30

253) 1 ?

1 0 1 0 I 0 I MEW3` LI LI Fc FOC: PH LI & LI TOM_ ONLY FO ONLY ONLY PH FO PH

LI = LOW INCOME FU = FIRST OENERRTION PH s PHYSICALLY HANWCHPPED

STUDENT ELIGIBILITY CRITERIA BREAKDOWN -SUMMER 1986

Eligibiltty Criteria Number of Stul:,ents Percentage

Low Income Only 6 13.6

L,10, Income and First 17 38.6 , neration

Flrst Generation Only 17 38.6

rirst :cneration and 0.0 Physicidly Handicaz,red

Pnys;c,lly Handicapped Only 1 2.3

Low Income and Physically 0 0.0 Handicapped

Low Income, First Genera- 1 2.3 ...Ion and Physically Handl- c ped

Total 42* 95.4

*Two students served were part of an Upmard Bound program and did not qualify in any categories. 164 183 4

'4c.-40-7,-W., .1 "LI

I 1,4. ,

%moo.

et4I,14,46,0S Lir

"4"21111i"'" ` ;

r v-

4ori, . 1X1.9 h

r- r .1 4.1. TN_

SUMMER 1986

STUDENT:2 ENROLLING AT OPERATION SUCCESS FOR THE FIRST TIME

Number of Students Percentage

I First Time 22 50..

I Not F..rst Time 42 50.0 ! Total 44 100.0

165 184 REST COPY AVAILABLE nDEll L. 1-43 f:-:.1; I r i. crir et 4or- 1.,LIT- 2Ir

rS:::1:1t1 0E4410F: CIADUNTE CONT Et TOTAL

SUMMER 1986

ACADEMIC YEAR CLASSIFICATION OF STUDENTS

Male Male t Female Female % Total Tctal %

Ereshw 4 9.1 IS 34.1 19 43.2

Sophomore 2 4.5 6 13.6 8 18.2

Zunior t 2.3 3 6.8 4 9.1

Senior 4 9.1 9 20.5 13 29.5

Graduat 0 0.0 0 0.0 0 0.0

ContinuIng 0 0.0 0 0.0 0 0.0 Education

TOTAL 11 25.0 33 75.0 44 100.0 .._'..1t1t.11E.:17: 1-74 :::g1-.

.... _1:: 1 -1 r":* 0 C; I. T 1 0 11 CI

-4 -1

:24.

il MIMI

BLACK WH I TE H I SPAN I C HAT AM AS IAN TOTAL

SUMMER 1986

ETHNIC COMPOSITION OF STUDENTS

Male Male % Female Female % Total Total t

Black 5 11.4 19 43.2 24 54.5

WhIte 2 4.5 10 22.7 12 27.3 hIspanic 2 4.5 3 6.8 5 11.4

Native American 0 0.0 0 0.0 0 0.0 and AlasKan

Asian 2 4.5 1 2.3 3 6.8

Total 11 25.0 33 75.0 44 1q0.0

167

.: 186 L

-I , -IDC.11 1: r r l'"":7 1:-;'1'I OF:" I.:: Li

of; I 1

:... MEMO.

1-PE3H11111.4 C -r.r*z..*0 .:Tr CCHT r..7t

SUMMER 1986

ACADEMIC YEAR CLASS/FICATION OF TUTORED STUDENTS

Male Male % Female Female % Total Total 1,

Freshman 4 11.1 12 33.3 16 44.4

Sophomore 2 5.6 5 13.9 7 19.4

nior 1 2.8 1 2.8 2 5.6

Senior 3 8.3 a 22.2 11 30.6

Graduate 0 0.0 o 0.0 o 0.0

ContInuing 0 0.0 0 0.0 0 0.0 EducatIon

TOTAL 10 27.8 26 72.2 36 100.0

168 167 ik g IC ::..Lti 1 i'Li'_ 1 I Col ; LIS" .- 1" 3J.Dat

1 :72

MIME :71 ...... a ob...=* 2L RC I ; .41IITE Hi';-gliC NAT PM TOTAL

SUMMER 1986

ETHNIC COMPOSIT:ON OF TUTORED STUDENT3

Male Male % Ferale Female % Total Total %

Slack 5 13.9 14 38.9 19 52.8

White 2 5.6 10 27.8 12 33.3

, Hispanic 2.8 1 2.8 2 5.6

Native Anerican 0 0.0 0 0.0 0 0,0 and Alas'ian

Aslan 2 5.6 1 2.8 3 8.3

Total 10 27.8 ')E, */2.2 36 100.0

169 188

I1= =11Immor r 1 J. 11. 1 1 t i Cit 1:.1177 1-1_1"4-

0 171

FREWAH cOF HM_ JIM; or $ENIOP ORADUAM" COI a ED TOTAL

SUMMER 1986

ACADEMIC YEAR CLASSIFICITION OF TUTORS

Male Male % Female Female % Total Tota %

Freshman 0 0.0 0 0.0 0 0.0

Sophomore 0 0.0 0 0.0 0 0.0

Junior 0 0.0 1 10.0 1 10.0

Senicr 1 10.0 2 20.0 3 30.0

Graduate 6 60.0 0 0.0 6 60.0

Continuing 0 0.0 0 0.0 0 0.0 Education

TOTAL 7 70.0 3 30.0 10 100.0

170 189 1_ LI r"1 . C. r r

(I I

ruK1 WHITE x:.:FTINT.: NAT 0:.1 ASIAN TOTAL

SUMMER 1986

ETHNIC COMPOSITION OF TUTORS

Male Male % Female Female % Total Total %

Black 1 10.0 0 0.0 1 10.0

White 1 10.0 3 30.0 4 40.0

Hispanic 0 0.0 0 0.0 0 0.0

Native American 0 0.0 0 0.0 0 0.0 and Alaskan

Asian 5 50.0 0 0.0 5 50.0

Total 7 70.0 3 30.0 10 100.0

171 190 SUMMER 1986

CREDIT HOURS FOR WHICH TUCOPIAL :1FRVICFS 'AtERE?POI:MEC

Nu.nbet Nd.:ber of rotal Cr:111. eN,Irsez T4tored Crecht Hour3 :tude:nrs Houro Tutor,zi

Aeronautical Engineering

327 2 1 2 Biology

105 4 1 4 hemistry 103 5 3 15

112 5 1 5 20 Computer Science

200 2 1 2

212 3 1 3 5 Economics

231 4 1 4 Electrical Engineering

199 3 1 3 English

011 3 1 3 101 3 4 12 15 Mathematics 011 5 2 10 109 5 5 25 111 3 2 6 123 3 2 6 144 3 1 3

344 3 1 3

550 3 1 3 56 Mechanical Engineering

400 4 1 4 Personal Developmen

160 3 1 3 Psychol

111 3 1 3

!panitr. 112 5 3 15 210 5 2 10 25

TOTAL CREDIT HOURS TUTORED 144 172 131 FALL 1985

OPERATION SUCCESS PROGRAM SURVEY

The following is an analysis of the Program Survey for Fall 1985.

Fifty-one students completed surveys to evaluate the program. A summary of

their responses is given below.

A A

40 As a result of participation in this Program, 1 2 3 4 5 I have:

1. Increased my awareness of my academic 0 0 9 19 23 strengths and weaknesses.

2. I got to know about financial services/ 6 7 9 13 12 obtained information on scholarships.

3. Become more cord:Ale:it about my educe- u 2 15 14 18 tional goals.

4. Become more aware of my abilities and 0 2 12 16 18

how they relate to my career plans. 4

5. Irr4eased my awareness of university 0 1 7 21 18 sartices.

6. Increased my awareness of self in 0 1 10 19 17 general.

7. Asserted myself to a greatAr extent 0 1 9 22 13 than before. 40.

Improved my abillty tl express mytelf. 4 14 12 IR 15

9. Began ,r continued to develop a set of 1 3 13 22 7 / persona], values to guide mY life-

1 10. Increased my awareness of other people 0 2 12 13 19 (races, cultures, etc.)

11. Become more comfortable aoout con- 0 0 9 15 22 tinuing my education.

173 192 A A

1 2 3 4 5

12. Have met new people and have a feeling 0 2 9 15 20 of belonging.

13. Received assistance through: They were beneficial to me

1. Tutoring Services Yes (46) No (0)

2. Typewriter Services Yes ( 6) No (91

3. Book loan services Yes ( El No (9)

4. Workshops Yes E 8) No (11i

Question #1

What, in your opinion, was the most beneficial part of Operation Success? How was this helpful to you?

Responses

- Tutors were most be,neficial--they help me to do better in my algebra eLkss.

- The help I rficeived through the free tutoring service greatly enhanced my understanding of the material I was studying. It allowed me to reach greater understanding of the subject matter.

- Tutoring services helped me for Writing guide.

- I feel the tutoring services have been trio most helpful part of Operation Success. My tutor was always readily available to me and she tried in every way to answer my questions.

- The tutoring services reinforced my knowledge.

- I obtained the help needed to understand an area of education which caulms me difficulty on a one-on-one manner. Because I could define particular areas of difficulty where they covered the material too quickly.

1 9 3 174 - The patience of my tutor with me and my progress in math--let me work at my pace.

- Tutoring helped me to understand the concepts of algebra better.

- Having an understanding tutor who took time out to listen to my problems and be my friend. Because my tutor was so open I felt really relaxed and I learned to open up during tutoring.

- The Native American food sampler. It decreases one's appetite for food and simultaneously increasing one's appetite for knowledge.

- The tutoring service--the hours were very convenient. I understood algebra more than at the beginning of the semester.

- The assistance I received in math helped me to understand problems / had trouble with.

- Tutoring--the additional help was beneficial to understanding the material.

- The tutoring services helped to reinforce what went on in the classroom.

- To help me understani biology better since it's so many details one has to know. It has helped me to understand my class work and the lab (tutor).

- Tutoring was the most important part of Operation Success to me. It really helped me get through Biology and English. I was made more aware of what the instructor expected or was trying to convey.

- Tutoring. Anxiety release.

- Operation Success was beneficial because I was continutlly encouraged to reach for my goals. It was a help because / needed that extra boost of encouragement.

- Intensive tutorial service. I went up on each test.

- Tutoring and financial were the uost beneficial to me.

- The tutoring service-it helped me with my Math 109.

- Having a tutor to accomplish homework with better understanding.

- It's free. I am able to afford it.

- Tutoring was very much beneficial for my algebra course.

- My tutor was vary helpful and extremely knowledgeable about the subject. He was very good at explaining the subject matter. Makes ma understand the subject much better.

- The help with studies and the use of the typewriter.

- The helpfulness of the staff--friendly and willing to listen and help.

175

194 - Just to know that someone was sympathetic to my situation of coming from a background where education had no value at all. It gave me a boost just to have someone say we understand the difficulty you have had; let us help.

- Tutoring services helped me to understand better and kept me up in class.

- The tutoring services that were offered increased my class performance.

- Tutoring services asssisted me in learning how to learn.

- The group support.

- People caring for you, helping you through trying times. I got my schedule together; financial counseling helpeo

- The tutoring helps me solve problem areas and move on, so I don't dwell on these problem areas.

M. - Tutoring helped me to make sure I was doing problems right.

- I was able to obtain tutoring in areas most needed and during times needed it most, even weekends, if necessary. I'm now passing.

- Preparation for exams; problem skills. In learning how to "think".

- Attitude of help in any area. Reinforcement of self esteem, and acknow- ledgement of my own ability as a returning student.

- Tutoring helped me with difficulties I had tn math.

- Having the test read to me and set hours of study.Controlled my test taking skill and my study habits.

- The most beneficial part is the tutoring service. It helped me understand better about my course. - It was most beneficial because I had personalized tutoring, one-on-one. I was less inhibited to ask questions on a one-on-one basis.

- There is no charge for tutoring. I work only part-time and have a limited income. The added charge of tutoring would have been too much to handle.

- The book loan and tutoring services were most beneficial to me.

- Tutors were made available to me./ was tutored in regards to my Spanish class.

- The counselors were very helpful in providing information and tutoring is always helpful.

176 22estion #2

What would you change about the pxogram?

Responses

- Seventeen students responded that there is nothing they would change about the program.

- Make students more aware of scholarships.

- More one-on-one services in counseling.

- Offer 4 to 5 days of tutoring for people with everyday classes.

- Keep up the good work! Thanks.

- I can't think of anything to change.

- More tutoring subjects.

- This is an excellent program. I can't think how I'd make changes.

- I would have more student involvement programs.

- Schedule it to my classes.

H:re more tutors for the people who are on the waiting list.

- Limited time with tutor.

- The time allowed for a student to spend with a tutor.

- More tutoring s.trvices.

- I am satisfied with the way in which the program is run now.

- Participation by just a few into participation for many.

- The rough idea that one gets when he or she gets into this program.

Question #3

Will you enroll in the program next semester?

Responses

- Thirty-three responaes were YES, the student would re-enroll the next semester.

- Five responses were NO, the student would not re-enroll the next semester.

- Definitely.

- It depends on the classes I will take. - Probably.

- I hope to re-enroll.

- Certainly, I will re-enroll.

- No, bEcause I foresee no problem with my next semester classes.

- Maybe.

- No, but I will next fall.

- Yes, most definitely.

Question #4

What are your plans for next semester?

Responses

- Tutoring for Calculus II.

- I will be taking 12 hours and work part-time.

- I will continue going to school and work.

- I need tutoring in Biology and English.

- None; I wlil graduate this semester and serve my military obligations.

- I will take up some classes I need for graduation.

- I will continue going to school.

- I plan to concentrate more on AJ courues for Spring and Summer, then continue with my Spanish next Fall.

- My classes for next semester are Marketing, Social Psy., Women in Social 411 Issues, Int. to Advertising.

- Continue my education is my goal for next semester.

- I plan to continue studying social work.

- I will continue in the nursing program.

- I will continue taking math courses.

- I will take Physiology, Chem. 112, and Sociology-

- I will continue at WSU.

, 9 7 - My courses for next semester will be human anatomy and functions of English.

- I will take statistics.

- I will take managerial accounting.

- This is a yery general question; in fact, too general to answet.

Same as now.

- The same as this semester.

- I plan to take 15 hours. Tutoring in one or more subjects if possible.

- I have enrolled in 15 credit hours. I plan to continue with school,

- I plan to continue going to school to continue my education.

- To enroll in 9 hours next semester. I am hoping to bring my G.P.A. ap with the help of the service. I am almost sure I can do it. This will help me decide if I will attend summer classes.

- I've enrolled for classes next semester.

- I am taking one comp. science class and one math class as of now.

- I will take more math and physics classes.

- Enroll in 15 hours of classes.

- Complete all general courses.

- Enroll in 14 hours of classes.

- Enroll in Operation Success again and to help in any way I can.

- Continue my education.

- Attempt the next level math course.

- I have found the tutorina services to be very helpful to me. I hope I can continue to participate in Operation Success.

- Continue in the program. 41 - I hope to graduate this semester.

- I will be going to school full-time and quit working.

- I'm going to school here next semester and I plan to increase ny study skills.

- I will continue my education in Engineering.

- I'm taking 15 hours next semester.

179 198 \l'

/ will acquire a tutor ard do the best I can to better my grades.

- Enroll next semester.

- I will emntinue my education.

- I will stay and go to school; the same as this one basically.

Comments

- I'm very grateful for the tutoring services it has truly helped more than can explain here in words.

- I thank Operation Success and my tutor for all of the assistance.

- Please reserve me a good chemistry tutor.

- Thanks for the help.

- I have found the tutoring services to be very helpful to me. I hope I can continue to participate in Operation Success.

- I have really learned more this semester than expected.

- I want to thank a former Operation Success student for telling me about the program and the program for all the help and assistance academically given.

180 199 SPRING 1986

OVERATION SUCCESS PROGRAM SURVEY

Thirty-eight students completed a Program Survey for Spring 1986 to evaluate the Special Services Program. A summary of their responlies is given below.

A A

2 3 4 5

As a result of participation in this Program, I have:

1. Increased my 'Awareness of my academic 0 0 6 9 23 strengths and weaknesses.

2. I got to know about financial services/ 7 1 10 10 8 obtained information on scholarships.

3. Become more confident about my 1 3 5 9 20 educational goals.

4. Become more aware of my abilities 0 1 7 13 17 and how they relate to my career plans.

5. Increazed my awareness of university 2 0 6 11 18 services.

6. Increased my awareness of self in 1 0 6 13 16 general.

7. Asserted myself to a greater extent 1 0 7 14 16 than before.

8. Improved my ability to express myself. 2 2 5 12 16

9. Began or continued to develop a set 1 2 1 13 20 of personal values to guide my life.

10. Increased my awareness of other people 0 3 6 8 20 (races, cultures, etc.)

11. Become more comfortable about con- 1 1 7 7 20 tinuing my education.

181 200 MIL

12. Have met new people and have a 0 0 4 11 22 feeling of belonging.

13. Received assistance through: They were beneficial to me

1. Tutoring Services Yes (36] No (03

2. Typewriter Services Yes [51 No (4)

3. Book loan services Yes (71 No [5]

4. Workshops Yes (6i No (53

Question 1#1 41

What, in your opinion, was the most beneficial part of Operation Success? How was this helpful to you?

- I was able to come to a place for help when / didn't know what to do. I got a clearer understanding of the subject.

- The friendly tutoring service makes the students feel more confident about their coursework. I got help on the points that I did not understand in the book.

- Having a tutor available on Saturdays and evenings. It gave me more security in knowing what I can do.

- The tutoring sessions on a scheduled program forced me to keep organized and have specific questions each session.

- The cultural Spring Fling and tutoring services have increased my awareness of other people and I have met new people and have a feeling of belonging.

- Operation Success helped me develop good study skills which helps a lot in college.

- The tutoring improved my performance.

- The tutoring greatly helped me understand the material.

- The guidance got me on the right track and helped me stay there.

- The tutoring helped with College Algebra. It helped me get through the course whereas it would not be possible.

Tha tutoring services helped me gain self-confidence, because calculus professors don't spend enough time explaining.

- Tutoring

182 - The people always gave me the feeling of belonging. By allowin9 me the chance to belong, I did not feel so bad about my weaknesses in Math: instead, I had to deal with the problem head on.

- My tutor was good. He taught me what the teacher couldn't otherwise I would have probably failed.

- The tutor, working one-on-one in an area of interest but in which I had minimal ski12, made me more confident and I'm doing better.

- Talking to the Counselor helps out a lot. I understand more about the campus and how things run.

- The convenience offered by my tutor. We could always spend as much time as possible on lessons.

- The fact that we have the program available to provide the service. It made me know for myself I could make it with my educational goals and that I wasn't the only person at the campus struggling to make it through the educational maze.

- The tutoring that is made available to students. It helped me to get through my Spanish course.

- It helped me academically to better understand my class.

- The people who run Operation Success are the nicest and most supportive of any organization on campus. Because my tutor was so supportive, it made me feel better about my ability to do well in class.

- It is very beneficial to those who need tutoring. Operation Success made me become more aware of my educational needs.

- To me, the most beneficial has been the tutoring service. It helped me to recall things that I had forgotten.

- Being able to communicate with my tutor.

- The availability of a tutor for immediate help when problems arise so I did not have to wait for help in arriving at solutions.

- It was helping me to ge. financial aid and the tutoring service.

- My tutor was a good tutor and really tried to help me out.

41 - Excellent tutoring. It helped we understand my course. thoroughly.

- The people involved have a very positive attitude.

- My tutor.

- It was the time that was spent, one-on-one, with my tutor. When I am stuck on a Physics problem, ao amount of study help, only the perspective of someone else who has a working knowledge of the subject can help.

183 202 - By having a tutor to work with me, one-on-one, I could ask questions more fr-4ely than in class.

- The help of a tutor expanded on the lession taught in class.Because I was having the subject matter twice, it helped my understanding.

2uestion #2

What would you change about the program?

- It's very good this way!!

- Mare tutors are needed.

- The Ltbrary needs more Math and Physics "helper" books.

- I would lower croissant prices for students.

- Nothing.

- Give it more money, rather than cutting.

- Financial aid awareness.

- Not a thing, although I suppose there are changes that can be made for improvemsnt at anytime.

- I would give the program more funds.

- I'd make it larger.

- Give more hours of tutoring for each student.

- If the funds were available, I would pay the tutors more to insure the quality tutors stay with the program.

- I have no complaints.

- Job plauement program. More tutoring services and more funding for programs.

- I find it quite adequate at this time.

Question #3

Will you enroll in the program next semester?

Twenty-nine students responded yes and two students responded no.

- I gaduate in May 1986.

- Yes, because 1 wled the help.

184 2C3 - It depends on my class schedule.

- Definitely yes.

- If possible.

- Probably not this fall.

- I am not sure if there will be a need.

- No, because 4 won't be here next semester.

- Not if I graduate in May.

- I don't think so. I will be graduating this semester.

Queston #4 - What are your plans for next semester?

- I will continue my education.

- Physics.

- Math 242 (Calculus).

- Mora. More. More.

- A Fortran programming course this summer.

- Enroll in Operation Success-

- Passing school anotht-r semester.

- Fifteen credit hours and tutoring help required.

- Continue on.

- Stay in school and stay with this program.

- To concentrate or. my senior year at The Wichita State University.

- Taking two summer courses and working, as usual.

- Making it through this program has really been helpful to me and others. The students need this.

- To take at least 15 hours of classes.

- Study hard, make good grades, and survive semesters.

- I will continue my schooling. I hope tc complete my requirements tor Spanish this summer.

- Take courses.

185 - Attend school full-time.

- To complete all of my required courses.

- To attend the university again.

- Try to go on and to my best.

- Tutoring.

- To continue going to school.

- I am taking one class this summer and passing it this time: Study more just on Chemistry.

- Intense coro requirements.

- The big thing is the MCAT on September 13. Biology, History, Speech, and probably a 3-hour management course.

- Taking 6 hours this summer and 12 hours next fall.

- To move tO Texas.

- Get a job.

/ - Hopefully working.

Comments:

- I have appreciated Operation Success very much. "Summa Cum Laude".

- Thanks for your help and confidence in me.

- I would like to stay in'olved in Operation Success after this summer, even though I will no longer .eed a tutor.

- Operation Success is the best educational program I've been involved in.

- Even if I just get to hang my diploma, I've had fun getting it and I've met so many wonderful people.

- very much appreciate the tutoring and assistance reGeived through your program.

186 r4) 0.

SUMMER 1986

OPERATION SUCCESS PROGRAM SURVEY

Twenty-four students completed a Program Survey for Summer 1986 to evaluate the Special Services Program. A summary of their responses is given below.

A A

1 2 3 4 5

As a result of participation in this Program, I have:

1. Increased my awareness of my academic 0 0 3 11 9 strengths and weaknesses.

2. I got to know about financial services/ 5 2 7 3 6 obtained information on scholarships.

3. Become more confident about my educe- 1 0 0 11 11 tional goals.

4. Become more aware of my abilities 2 1 5 8 7 how they relate to my career plans.

5. Increased my awareness of university 0 1 1 12 9 services.

6. Increased my awareness of self in 0 1 5 7 10 general,

7. Asserted myself to a greater extent 0 0 2 10 10 than before.

8. Improved my ability to express myself. 0 1 4 9 8

9. Began or continued to develop a set of 1 2 5 8 7 personal values to guide my life.

10. Increased my awareness of other people 0 0 5 9 9 (races, culture, etc.).

187 206 D I $ A A G G il R E E E E

1 2 3 4 5

11. Become more comfortable about con- 0 0 3 8 12 tinuing my education.

12. Have met new people and have a feeling 0 1 2 8 12 of belonging. 13. Received assistance through: They were beneficial to me

1. Tutoring Services Yes 1131 No [0] 2. Typewriter Services Yes (0] No [2] . 3. Book loan Services YAS (41 No [2]

4. Workshops Yes [2] No 12]

188 207 41 PROGRAM SURVEY COMMENTS

1. What, in your opinion, was the most beneficial part of OPERATION SUCCESS?

To provide a steady private tutor.

To get your goals.

Tuwring sessions.

I met with Deidre, she encouraged me to become morecom1ortable with my career. I would like to have her as my writing tutorFall semester.

Tutoring. Without tutcring I feel I would have failed Spanish 112.

Helping me understand and comprehend Algebra 111.

The help in classes.

Dinesh, my tutor!

Getting to be in this program is very beneficial I feel as long as there are people in this world who arewilling to help me better my education T'm always willing to learn.

The people care about people.

My tutor.

Positive interactions between tutor-advisor and myself. Good communication of needs and services.

Private tutoring.

That it provided a valuable service to me that Icouldn't afford otherwise.

It is very helpful.

Tutoring service (English).

Operation Success helps provide the backbone and push to get me onthe right track to a useful education.

Tutoring services.

Tutoring service.

Access to students and materials thatwill aid me in improving my knowledge and preparation in my major.

my regular meeting with my tutor.

Friendly, warm tutoring service.

139 a 208 p.

How was this helpful to you?

To save time and understand the subject that I was taking.

The extra explanation made material clearer, and constant support reassur- ance and encouragement from my tutor helped me stay in my class.

It provided me with more opportunities to help myself.

Helped with understanding assignments.

Helped me learn to study.

Feel more confident about expressing myself.

It made me become aware that you have to work hard to obtain your goal.

Raised my confidence in myself and my education.

Gave me the time and assistance needed to pass Algebra.

Helped me to maintain ny goal in mind and to encourage my self-timing.

It helped me improve my grade in that area.

I was not another name and number.

I really needed help on my grammar, spelling and punctuation and this pro- 40 gram really came in handy so I'm taking advantage of it while I can.

The encouragement and his understanding of problems; excellent attitude!

I needed all the help I could get.

at enabled me to get better grades.

I was able to learn Spanish easier and feel I will pass the class.

I know Algebra, Thermanology and I know how to factor polynomials.

Guide to achieve and more confident.

Lonna was able to follow and help me with my problems during the course.

2. What would you change about the program?

Nothing, I think as long as there are people teaching, there will be students willing to learn.

gore get togethers - evenings.

Have a few tutors who speak English.

I would like to spend more time with my tutor.

190 (1.1&

4 3

14 students said that they would not change a thing.

3. Will you enroll in the program next semester?

15 students said yes.

4 students said no.

I don't know yet.

Maybe.

I would if I were going to be here.

Probably.

4. What are your plans for next semester?

To take classes required for graduation.

More schoolwork.

4. To continue my education and be the very best person I can bebecause I'm very dtermined.

I plan to take 13 hours of classes.

To sLludy harder.

To relax. Take it easy.

Become a ful-time student with a major in dance.

Attend WSU full-time and work.

Go to college and learn.

To register as a full-tine student.

I don't know yet.

To bring my grade point average up and get offprobation.

Go to Langston University.

Take advantage of the tltoring servicefrom Operation Success.

I am taking Biology 2213 and English 102.

Full-time enrollment. 191 21 0 4

will be taking a statistics course.

I'm not sure where I will be but wherever it is I am going to work on campus until : get my residency (if I'm not in Kansas) but I will start again next fall wheneverand definitely see if they have a program like Operation Success.

Attend Jarvis Christian College.

To go to Langston University.

Going to Jarvis College in Texas.

Pursue my degreee in Journalism.

Comments;

I plan on completing.

This is an excellent service! ...

I've enjoyed being in this program this summer, and I hope I will be :able to continue in the fall.

I improved my abilities to express myself, and continue to develop a set of personal values to guide mvself.

I sincerely think I would not have made it without the help of my tutor.

Thank you.

Meer is a unique, kind, and a very understanding tutor.

192 211 40-

STUDENT WITHDRAWAL REPORT

11 Pall 1985

Student Withdrawal Reports were administered to each student who

indicated that he/she would not be re-enrolling in the program the next

semester on the Program Survey. Out of the 51 surveys administered, six

people responded "no" to the question concerning re-enrollment. Of those

six students, two students (33%) were enrolling in courses in which tutor-

ing assistance was not needed or not offered.

Spring 1986

Nine students out of 38 students who completed the Program Survey

indicated they would not be re-enrolling in the program the following - . semester. pour of these students (44%) were graduating and one student

(11%) indicated she was transfetring to another college or university.

Three students (33%) had made satisfactory academic progress and felt

they no longer needed the program services and one student (11%) had died.

Summer 1986

A total of five students out of the 24 who completed the Program

Survey indicated that they would not be re-enrolling the following semester.

Four of these students said that they would be leaving to attend another

school. Only one student felt that satisfacc.ory academic progress was

made; therefore would not be utilizing the services the following semester.

193

21 2 SPEAKER EVALUATIONS

On each Friday afteraoon, training meetings are held for the tutorial staff. For those meetings when a guest sptaker was present, the tutors attending were asked to complete an evaluation to determine the effectiveness of the meeting. A summary of these evaluations follows.

FALL 1985

Diana Kitch - "Handling Stuc;.snt's Personal Problems", September 13, 1987.1

LOW HIGH 1 2 3 4 5

I. Familiarity with topic 1 0 3 3 2

2. Interest with topic 0 o o 1 a

3. Increase in understanding of what 0 J 3 4 2 tutoring involves

4. Increase overall knowledge o o 1 3 s

5. Increase in tutoring skills o 1 3 2 3

6. Physical setting o 0 0 1 a

COMMENTS:

Keep it up, that was good.

John Gaston - "Cross Cultural Communication", September 27, 1985 LOW HIGH 1 2 3 4 5

1. Familiarity with topic 0 0 2 4 2

2. Interest with topic o o o 1 7

3. Increase in understanding of whzt 0 0 2 3 3 tutoring involves

4. Increase overall knowledge 0 0 1 1 6

5. Increase in tutoring skills 0 0 2 3 3

6. Physical setting 0 0 1 2 5

194 213 COMMENTS:

None

Deema de Silva - "Body Language" October 20, 1985 LOW HIGH 1 2 3 4 5

1. Familiarity with topic 0 3 0 5 1

2. Interest with topic 0 0 1 1 7

3. Increase in understanding 1 1 3 2 2 of what tutoring involves

4. Increase overall knowledge 0 0 2 3 4

5. Increase in tutoring skills 1 0 3 3 2 1 6. Physical setting 0 0 1 3 4

COMMENTS:

Let's do it again--soon1 A jolly good job, well done.

Makes one more aware of ona's stances.

Sue Burdette - "Studying Tips and Test Anxiety" November 1, 1985 LOW HIGH 1 2 3 4 5

1. Familiarity with topic 0 0 3 2 1

2. Interest with topic 0 1 1 2 2

3. Increase understanding of 0 1 2 2 1 what tutoring involves

4. Increase overall knowledge 0 0 2 3 1

5. Increase in tutoring skills 0 0 2 1 3

6. Physical setting 0 0 2 3 1

COMMENTS:

None

195 211 Bruce Ingmire - °Instructional Services" November 8, 1985 LOW 1/GH 1 2 3 4 5

1. Familiarity with topic 0 0 3 4 0

2. Interest with topic C 0 2 0 5

3. Increase understanding of 0 0 1 3 3 what tutoring involves

4. Increase overall knowledge 0 0 2 4 1

5. Increase in tutoring skills 0 0 1 3 2

6. Physical setting 1 1 1 1 3

COMMENTS:

Too cold in room; Good interaction.

Dr. Ann Sweeney - "Stress" December 6, 1985 LOW HIGH 1 2 3 4

1. Familiarity with topic 0 1 1 1 1

2. Interest with topic 0 0 0 1 3

3. Increase understanding of 0 0 2 1 1 tutoring involves

4. Increase overall knowledge 0 0 0 2 2

5. Increase in tutoring skills 0 0 2 0 2

6. Physical setting 0 0 0 2 2

COMMENTS

Good topic. Helped me a lot. SPRING 1986

Tutor Training/Orientation January 25, 1986 LOW HIGH 1 2 3 4 5

1. The introductory exercise 0 0 0 3 5

2. Discussion on forms/procedures 0 0 0 4 4

3. Role playing session 0 0 0 1 7

4. Small group discussion on retention 0 0 0 1 7

5. Overall evaluation of training 0 C 0 2 6

COMMENTS:

/ wish we can discuss some of the things that were covered today morq _. often. Not just during orientation/training sessions, because it was very interesting and iaformative and I was able to take some of my . frustrationsout.

More informative C.141 the last one.

Deltha Colvin - "Retention and Persistence" January 31, 1986 LOW HIGH 1 2 7 4 5

1. Familiarity with topic 0 1 2 4 2

2. Interest with topic 0 0 0 2 7

3. Increase understanding of 0 0 3 3 3 what tutoring involves

4. Increase overall knowledge 0 0 0 6 3

5. Increase in tutoring skills 0 1 2 4 2

6. Physical setting 0 0 2 1 6

COMMENTS:

Ms. Colvin was very patidnt in dealing with bitter feelings--a can of worms, if you will--which are associated with this problem, euphemis- tically referred to by our Administration as "Retention".

The answers given were somewhat informative.

197 Dr. Michael Tilford & Gayle C. Veltman - Graduate School and Testing February 21, 1986 LOW HIGH 1 2 3 4 5

1. Familiarity with topic 3 1 2 2 4

2. Interest with topic 2 1 3 2 3

3. Increase understanding of 5 1 2 1 0 what tutoring involves

4. Increase overall knowledge 1 1 4 3 2

5. Increase tutoring skills 4 1 2 0 1

6. Physical setting 0 0 4 1 6

COMMENTS:

None of the questions were answered. (My opinion).

I hc)e we didn't make him take anything personally.

I was singularly impressed by how few answers he could give.His PR made me feel the graduate school is something I am not interested in.

Completely worthless--the information was necessarily general and therefore not of much value.

Janelle Kaufman and Bernie Cummins-- Tour of Career Placement Office March 28, 1986 LOW HIGH 1 2 3 4 5

1. Familiarity with topic 0 2 2 2 1

2. Interest with topic 0 0 1 1 5

3. Increase understanding of 1 1 2 2 1 what tutoring involves

4. In:t7ease overall knowledge 0 1 0 3 3

5. Increase tutoring skills 1 0 1 4 1

6. Physical setting 0 0 1 1 5

COMMENTS:

This was the most productive tour (meeting) that I have encountered so far.

Very informative; 1 never knew that so much was involved with that area. 198 217 Nancy McKellarAnxiety During Tutori4g April 11, 1986 LOW NIGH 1 2 3 4 5

1. Familiarity with topic 0 2 0 3 1

2. Interest with topic 0 0 1 1 is

3. Increase understanding of 0 1 0 3 2 what tutoring involves

4. Increase overall knowledge 0 1 0 2 3

5. Increase tutoring skills 0 1 0 3 2

6. Physical setting 0 0 3 1 2

COMMENTS:

Pretty Good!

199 2 1 8 SPRING 1986

TUTOR PERCEPTION SURVEY

The Tutor Perception Survey was administered to the Tutors at

Operation Success during the Spring 1986 semester to collect data on their general feelings about working at Operation Success. The following is a summary of their responses.

INITIAL ACCESS TO OPERATION SUCCESS -

Question 1. Why did you initially think of joining Operation Success as a Tutor?

(4) Four tutors answered (a), convenience of working on campns. (5) Five tutors answered (b), advantage of keeping in touch with academic material while tutoring. (3) Three tutors answered (c), convenient way of earning some money. (1) One tutor answered (d), possibility of enhancing one's confidence. (2) Two students answered (e), potential advantage of future job opportunities.

Comment: I enjoy tutoring.

EXPERIENCE AS A TUTOR-ADVISOR -

Question 2. What have been your most satisfying experiences regarding year experience as a response to each question.

a) Seeing a student of yours learn study skills. (8) Eight tutors said yes. No one said no.

b) To see students get better grades. (8) Eight tutors said yes. No one said no.

c) To experience seeing the growth of a student in comprehension, concentration, and learning. (7) Seven tutors said yes. (1) One tutor said no.

d) To observe a student increase his/her interest in aoldemic work as he/she experienced success in college work. (7) Seven tutors said yes. (1) One tutor said no.

e) I feel appreciation and a sense of positive accomplishment when a student mentions that I assist him/her. (8) Eight tutors said yes. No one said no. 200 219 0 To have been able to offer some counseling as a peer or even act as a 'C, sounding board, to a student with a personal problem. Comment on how effective you felt you were in this capacity. (6) Six tutors said yes. No one said no.

Comment: To see them integrate what they memorize.

I feel I would have done a better job if the student gets a good grade and learn the material.

Very much so.

I have felt more effective in this area this semester, it is still hard to keep the students from getting depressed when they do not feel they are getting anything out of the class.

Not real affective; some more family related and more deep rooted.

Pretty.

Very effective.

feel somewhat effective.

Question 3. In your own perception, what disappointments have you experienced?

a) To observe students who are not motivated to study. (7) Seven tutors said yes. (1) One tutor said no.

b) To have students not show up at the contracted time, often without notice. (4) Four tutors said yes. (4) tutors said no.

c) To observe students who are not enthusiastic about academic achievement. (5) Five tutors said yes. (3) tutors said no.

d) To observe students' inability to perceive the importanrm of academic achievement in their future job opportunities. (5) Five tutors said yes. (3) Three tutors said no.

e) To observe students who want merely to obtain a "passing" or a "C" grade (comment on frequency or lack of it). (6) Six tutors said yes. (2) Two tutors said no.

Comment; Some only feel that passing a class only sequire the minimal effort. However, they fail to understand what they comprehend now can be a valuable asset in future classes.

201 220 Moderately frequent.

This occurs regularly with required courses.

Several students feel that Algebra is more of a punishment than a class.

Question 4. As a Tutor-Advisor, you may have experienced some personal growth and development. Comment on the following:

a) I feel that I have more confidence in dealing with oeople, having seen that I have strengths that can influence growth in my students. (8) Eight tutors said yes. No one said no.

b) I feel that I have developed/enhanced leadership qualities during my time as a Tutor-Advisor. (7) Seven tutors said yes. (1) Tutor said no.

c) I feel that I gain inner aatisfaction from being able to assist others who have not had the same advantages I have had so far in life, and that I may have been instrumental in enhancing their academic work. (6) Six tutors said yis: (2) Two tutors said no.

d) Looking back at the tutorial process, my contributions to the program have been of a positive nature (please enumerate). (7) Seven tutors said yes. No one said no.

e) I feel that my contributions are worth more than I am paid for. (6) Six tutors said yes. (2) Two tutors said no.

Comment: Very much so.

I do not feel I had any advantages that they d...41 not have.

didn,t have any of these advantages.

I have come to all my sessions with enthusiasm even when I know the student does not want to be there. have tried to participate in other Operation Success activities when possible.

High recommendation of Operation Success by previous students because of good course guidance.

It showed on the students' evaluations and mid-term reports.

But I got self satisfaction instead.

202 221 TRATNING TO BE A TUTOR-ADVISOR -

Question 5. The Training Program

a) The initial training I received when I entered the program as a Tutor-Advisor was: (6) Six tutors answered adequate. (1) One tutor answered inadequate.

b) As time progressed, I learned the process of tutoring:

(4) Four tutors answered, from other experienced tutors. (3) Three tutors answered, from asking questions of the Counselors. (5) Five tutors answered, from brief orientations or conversations with Counselors. (2) Two tutors answered, from observations of the experienced tutors. (4) Four tutors answered, at the weekly Friday meetings.

Comment: / felt well prepared for tutoring with the training-- I had.

Needs more tutors involved during orientation.

Tutoring others on my own before I worked here.

From talking with experienced tutors, trial and error.

From listening to students problems and concerns.

By trial and error method with students.

Question 6. The weekly meetings ware targeted to not only enhance the tutor's role in the job capacity but also to enhance the personal growth of the tutors. With this in mind answer the follcwing:

a) I would have preferred more speakers who gave me insight into "How to be an Effective Tutor." (3) Three tutors answered yes. (4) Four tutors answered no.

b) In addition to the above, "How to be an Effective Peer Counselor." (5) Five tutors said yes. (2) Two tutors said no.

203 222 c) The weekly meetings had featured speakers that enhanced my perspective on:

(4) Pour tutors answered, The Wichita State University instructors. (5) Five tutors answered, some tips on how to be an effective tutor. (3) Three tutors answered, some methodology of teaching (The Wichita State University professors speak on -.heir teaching methodologies). (3) Three tutors answered, my overall awareness of campus activities (announcements by persons who were involved in campus activities). (2) Two tutors answered, campus services (health, dental). (3) Three tutors answered, information useful to my future (i.e., resume writing).

Question 7. Fringe Benefits

The Program Director often raises funds in order to provide some fringe benefits for the tutors. What are your perceptions of these benefits to you?

a) It is nice to be remembered on my birthday and I have positive feelings when we have a cake, card, etc. (6) Six tutors answered yes. (1) One tutor answered no.

b) I feel a part of the program. The staff recognizes my services as valuable, and I receive positive remarks from our speakers. (8) Eight tutors answered yes.No one answered no.

c) In the process of assisting peers, my awareness of future goals has become wider, and being on the tutorial staff has enhanced my self-assurance and self-esteem. (8) Eight tutors answered yes. No one answered no.

Comment: I wouldn't know.

Feeling of being part of a family.

It makes me feel appreciated and wanted.

Most definitely.

At first I thought it was just cornball but now it's real cool.

Doesn't matter.

The staff is the friendliest group of people I have met en this campus. Give confidence when my communication skills are more developed especially in the process of trans- lating my thoughts and knowledge to the students.

Somewhat. 204 223 PART IV

Photo Album of Operation Success

224 a

*4'2 . *-4

s. 1/4`61/4,

(Above) Jamal Ghanoui is workingwith an stet' Upward Bound student. He tutors in math and mechanical engineering. The wall behind iL him has the names of OperationSuccess Graduates.

44-

Front row: (L to R)Dinesh Sharma, Jay Graham, Lonna 11 an, Khoder Farhat, Bill Unsderfer, Stanley May. Second row: Hercilia Recinos, Sherridyn Myers, Saellie Krug, Angie Multer, Deema de Silva.Back row: Alan Pinto, Steve Chakron, Jamal Ghanoui, Larry Ramos.Not picfdred: Oavid Frerichs, Meer Hcesain, Hao Mghiem, Faeq Shaikh, Ali Youssef, Lee Starkel.

(Abo e) Faeq Shaikh has been with Operation Success for 14 semesters. He tutors in math ano engineering. He has graduated with his Masters Degree. in Ma; of 1986.

(Above) Assistant Dean of Student Special Programs in discussion with former Director of Operation Success, Mr. Mario Ramos. Mr. Ramos left to attend law school.

(At right) Clara Freund is the Graduate Research Assistant at Operation Success. In August of 1986 she will be moving to Texas where she will be teaching at St. John's Elementary School. She will be teaching 6fh, 7th, and 8th grade mathematics. 205 225 (At Left) The students have access to the Operation Success office and most of its resources.

(At right)There is t., free use of a typewriter for all the students of Operation Success

(At right) Operation Success also has a book loan program, which allows students to

borrow books from the office 42 for a semester instead of

buying the book. N.

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(Above and below) The office is also open for students to come in and just relax. Free reading material is always provided.

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--11110...

(Above and at right) Students are always welcome to come in and use the office as a study room while they are on campus.

orzaPh.-- 206_10r_vh 226 with the (Above) The tutors work one,on,one 'Above) The tutors also come into the office to relax They offer academic and personal students. between classes and tutoring sessicos. counseling.

"TRIO" PROGRAMS: UPWARD BOUND TALENT SEARCH SPECIAL SERVICES TRIONENO

Ta Whomever It May Concern FROM:Anonymous Tutor at as.. rriday's meeting DATE:11/22/85 RE: Tutor Qualifications/Requirements

Requirements for a (weir.1)job at Operation Success I. Must have been declared legally insane (preferrablycommitted at least once).

2. Must like to wait for 15 minute intervals of time.

3. Must receive gratification from poverty. 4. Must enjoy filling in blank spaces or lines repeatedly.

5. Must be willing to party at the drop of a hat. (Thud!) 6. Must be willing to play hide and seek to find weekly staff meetings.

(At right) Tutors must sign in at the office each day. This way the counselors know that the tutors pick up any messages at least once a day.

(At left) Each tutor has a mall box in the Operation Success office so that their ' JJ students and the counselors can easily access them. 207 227 WEN I WAS IN SFAX)ND CRAPE, I 1140Uarr 016W EVERMING. NOW 170 W4 MENU OWE ANP I MEL Oa I (WOW WINN&

veIll

Of THE l'IME 1t4 emir IWELP111 ORA170, I'LL Ele V4, COWL ETE nor

(At left) Joe Brand, Deema de Silva, and Clara Freund work s i. together on the Research and Evaluation ComponPn+.

(At right) Deema de Silva fakes time to counsel a ... student. ep".v

(At left)Deema de Silva and Clara Freund are hard at work on the Research and Evaluation Component.

(Above) As a cultural event Deema de Silva took Pam Krug, Hercilia Recinos, Audrey Krug, and Michael Sweeny to the Kansas Cosmosohe-e in Hutchinson, Kansas.

(Below) Hercilia Recinos, the Program

Secretary and editor of the monthly (Be . The students are encouraged 4o nwesietter, is always ready to assist make monthly schedules to help them stay the students and the ether staf: better organized. members.

(Above) Student Assistant Audrey Krug gets a surprise cake for her birthday.

Vks,

208

228